Formerly a high school English teacher and a new teacher coach, Jennifer Abrams is currently a communications consultant and author. Among many, her publications include Having Hard Conversations and Stretching Your Learning Edges: Growing (Up) at Work. Jennifer has been featured columnist on growth and change for The Learning Professional as well as The International Educator and she keynotes, facilitates and coaches at schools worldwide.  She was honored to be named one of the “18 Women All K-12 Educators Should Know,” by Education Week’s ‘Finding Common Ground’’ blog. www.jenniferabrams.com @jenniferabrams

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

An internationally recognized educator and changemaker, Founder and Executive Director Sam Drazin applies his personal and professional background to lead Changing Perspectives’s mission to strengthen school communities through social-emotional learning, disability awareness, empathy development, and inclusion. Sam was born with Treacher Collins Syndrome, a rare congenital disorder resulting in both facial anomaly and hearing loss. His experiences, both as a student with a disability and as a teacher working in an inclusive classroom, helped him recognize the importance of supporting students in developing the essential life and relationship skills that underpin equity, inclusion, and social change. The students and educators we work with around the world are a constant inspiration for Sam. 

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Kelly Armitage is passionate about building capacity in others so they can deepen their impact on student learning and wellbeing. With more than 35 years of experience working in schools, she specializes in supporting aspiring and current leaders as they clarify their goals, grow their expertise, and expand their influence.

She currently works as a Leadership Consultant and Coach drawing on a career that spans a wide range of roles. She served as Elementary School Principal at International School Bangkok and Curriculum Coordinator at Escuela Campo Alegre in Caracas, Venezuela. Her background also includes experience as an Instructional Coach, Staff Developer, Homeroom Teacher, EAL Teacher, Literacy Specialist and Learning Support Teacher across diverse school communities.

Kelly is an Adaptive Schools Training Associate and an Instructor for The Principals’ Training Center (PTC). When not collaborating with schools, she loves to be outside hiking and skiing with her family. Kelly can be reached at: leadforimpactLLC@gmail.com

Shei describes herself as an international educator, learner, consultant, workshop leader, online facilitator, and at heart mum, partner, friend, traveler and foodie. Shei comes from Mexico with almost two decades of experience living and working in Africa, Asia and North America. Shei recently relocated to Canada after several years of living in Luanda, Angola and teaching at the Luanda International School (LIS).  As part of CBK Associates, Shei facilitates and guides the development of service learning in international schools in India, Lesotho, China, and Angola among others. She is a fully trained educator in the Primary Years (PYP), Middle Years (MYP) and the Diploma Programme (DP) and an active member in the  International Baccalaureate Educator Network (IBEN). As a result of student-initiated action at the Luanda International School where she recently taught, Shei is an advocate for women’s and girls’ access to menstrual education and care products. Her students’ work with girls and women in a refugee setting in north Angola was featured by Ruby Cup (“a savvy period company fighting for equality”) and the United Nations High Commissioner for Refugees, Angola.

When asked “Where do you live?,” Cathryn Berger Kaye often answers “in Los Angeles and airports.” Cathryn travels throughout the United States and globally, providing conference keynotes, in-depth institutes, and multi-day school visits with tailored education and learning resources. Her expertise spans service learning and global citizenship, intercultural understanding, creative curriculum design, social and emotional learning, youth engagement and leadership, effective teacher strategies, and environmental sustainability. Her work exemplifies best teaching practices modeling ideas and strategies you can put to use immediately. Cathryn is the author of The Complete Guide to Service Learning, two books with environmental advocate Philippe Cousteau – Make a Splash and Going Blue, and her first book Word Works—Why the Alphabet is a Kid’s Best Friend. She is a lead co-author of the International Baccalaureate Organization (IBO) CAS Guide for the Diploma Programme with additional influence on the Middle Years Programme and the Career-Related Programme. She is known for leading engaging and inspirational, memorable experiences that elevate the importance of what we do with youth every day.

I’m a writer and educational consultant from Portland, Oregon, working to harness the power of teaching, learning, and storytelling to improve lives and transform communities. Recent projects have taken me across the United States and around the globe to support schools that are shifting away from traditional instruction and engaging students in real-world problem-solving. I’ve had the privilege of collaborating with educators everywhere from India to Europe to South America. I’m PBLWorks National Faculty emeritus and long-time contributor to Edutopia.

Kim has been an educator in international schools since August 2000. Having lived and worked in Germany, Malaysia, Thailand and Japan, Kim has had a variety of roles in international schools, including (her favorite) instructional coach. Now based in Bangkok, Thailand, Kim is the Founder and CEO of Eduro Learning, Executive Director and Founder of the Association for the Advancement of Instructional Coaching in International Schools (AAICIS), author of Finding Your Path as a Woman in School Leadership (Routledge), and host of the #coachbetter podcast. Find out more about Kim and Eduro at: https://www.edurolearning.com 

Lori Cohen has worked in education for three decades, serving as a teacher, instructional coach, school leader, professional development facilitator, and published author. While working in schools, Lori developed a Teaching Fellows program for new teachers, in-house professional development tailored to the needs of the staff, built instructional coaching programs, and served as the Dean of Faculty where she oversaw the overhaul of teacher growth and evaluation. She also supported new teachers across California as they developed their skills as early-career educators.

In 2019, Lori began working as an independent consultant and has since worked with clients around the globe. She is a contributing author of The Art of Coaching Workbook (2020), co-author (with Elena Aguilar) of The PD Book: 7 Habits that Transform Professional Development (2022), co-author of Integrating Educator Well-Being, Growth, and Evaluation: Four Foundations for Leaders (with Elizabeth Denevi) (2025), and The Power of Transformative Lesson Planning (2026).

Patrick Green is first and foremost a dad to a teenager. He is also a digital wellness educator, keynote speaker, and consultant who helps families and schools navigate the complexities of technology in daily life. With over 20 years of experience as a teacher and education technology leader in international schools, he now partners with parents, educators, and students to build healthy digital habits and foster meaningful connections on and offline.

Patrick’s work centers on empowering families with practical, research-backed strategies for managing screen time and for thriving in a digital age. He provides guidance and toolkits for caregivers mentoring children toward agency-rich, responsible tech use.

Patrick is an author, Apple Distinguished Educator, Google Certified Innovator, and YouTube Star Teacher. Learn more at WinningScreentime.com.

Meghan Hargrave is an experienced educator, with 20 years in the field. After being a teacher leader in the classroom, she moved into education coaching and consulting where she supports hundreds of K-12 schools and districts worldwide. Her work has always focused on important instructional shifts in education and practical ways the educators she supports can embrace these shifts effectively, which has included the integration of Artificial Intelligence tools in the classroom. She is ChatGPT, GoogleAI, and AI for Education certified in addition to working closely with thousands of educators on how to implement these tools in the classroom. She is the coauthor of The Artificial Intelligence Playbook (now in its second edition) and Teaching Students to Use AI Ethically and Responsibly, two books that help schools prepare students for an AI-powered future. Meghan is an international presenter, has taught preservice teachers at Columbia University’s Teachers College, regularly contributes to popular educational publications, and is known for sharing innovative and effective classroom strategies via social media @letmeknowhowitgoes.

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

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.

With over 25 years of safeguarding experience, Sian Jorgensen is Director of Encompass Safeguarding and Founder of ©SAFE Interviewing. She began her career as a Child Abuse Investigator for the State of Florida before taking on safeguarding and counselling roles in international schools worldwide. More recently, she qualified as a safeguarding social worker in the UK, working on the frontline, including as part of the Department for Education’s Social Workers in Schools (SWIS) project before starting Encompass Safeguarding Ltd in 2022.

Having lived and worked internationally for over two decades, Sian brings a rare blend of global insight, frontline experience, and leadership to safeguarding in international education. She supports schools with high-level, contextually appropriate training and guidance, alongside expert crisis management during complex child protection cases.

Her practice is grounded in internationally recognised safeguarding standards, research, and lived experience - helping schools navigate risk, strengthen systems, and foster safe, compassionate cultures. As the creator of ©SAFE Interviewing, she champions trauma-informed, child-centred approaches that are legally robust and culturally relevant. Sian is widely respected across the international school community and works closely with leaders and safeguarding teams to embed clarity, confidence, and accountability at every level.

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.

Lori Langer de Ramirez began her career as a teacher of Spanish, French, and ESL. She is currently the chairperson of the ESL and World Language Department for Herricks Public Schools.

Langer de Ramirez is the author of Take Action: Lesson Plans for the Multicultural Classroom and Voices of Diversity: Stories, Activities and Resources for the Multicultural Classroom (Pearson), as well as several Spanish-language books and texts (Cuéntame – Folklore y Fábulas and Mi abuela ya no está). She has contributed to many textbooks and written numerous articles about second-language pedagogy and methodology. Her interactive Web site (www.miscositas.com) offers teachers over 40 virtual picturebooks, videos, wiki and blog links, and other curricular materials for teaching Chinese, English, French, Indonesian, Italian, Spanish, and Thai.

In the past decade, Langer de Ramirez has presented over 50 workshops, staff development trainings, and addresses at local, regional, and national conferences and in schools throughout the United States (Connecticut, Illinois, Iowa, Massachusetts, New Jersey, New Mexico, New York, Pennsylvania, Tennessee, Texas, Virginia, Washington DC) and abroad (Puerto Rico, Thailand, Venezuela).

She is the recipient of the Nelson Brooks Award for Excellence in the Teaching of Culture; several National Endowment for the Humanities grants for study in Mexico, Colombia, and Senegal; and a Fulbright Award to India and Nepal. Her areas of research and curriculum development are multicultural and diversity education, folktales in the language classroom, and technology in language teaching. She holds a master's degree in applied linguistics and a doctorate in curriculum and teaching from Teachers College, Columbia University.

LeeAnne Lavender is an educational consultant, facilitator, and coach who believes stories and community engagement can shift the narrative of schooling into something transformative, regenerative, and creative. She partners with schools worldwide to support strategic planning (especially the “how” of bringing a school’s mission and vision to life), facilitate professional learning with educators, and support student leadership and sustainability. LeeAnne is committed to helping educators build changemaker and changeseeker cultures that empower students to engage in positive, purposeful action. You can learn more about LeeAnne at https://www.leeannelavender.com/ 

Priscilla is an experienced international school leader with 20 years in educational support services. As the founder of Grace & Grow and a passionate advocate for collaborative leadership, she partners with schools to design sustainable, student-centered systems that support all learners.

She formerly served as Director of Student Support Services at Ruamrudee International School (Bangkok) and as Student Support Coordinator at Brent International School (Manila). She began her career in California as a middle school Learning Support teacher, where she also earned her M.A. in Special Education and B.A. in Elementary Education.

Priscilla continues to champion inclusion as a consultant and contributes to the broader international school community through her roles as an Advisor on the SENIA International Board and Director of Membership Experience on the ISLES Board.

Joel Jr LLABAN | (siya, he, him) is the Director of Diversity, Equity, Inclusion & Justice of the International Schools Services (ISS). He is a learner and an international education leader who is committed to our collective work for the transformation of international education grounded on anti-racism and DEIJ. Prior to his current role, he was a Learning Specialist, Instructional Coach, and schoolwide DEIJ Lead at The International School of Kuala Lumpur.  

Joel has been in education for 20 years. He worked at the International School of Brussels, International School of Beijing, and Cebu International School as a classroom teacher, department coordinator, and accreditation coordinator. He has led schoolwide initiatives in curriculum, assessment, professional development, innovation. Joel has been involved in accreditation as a team evaluator during team visits representing NEASC and CIS. He leads various professional learning for international schools and organizations. 

Joel served in an advisory role of the CIS Board Committee on Inclusion, Diversity, Equity & Anti Racism. He is also a member of the Editorial Team of The International Educator. Joel holds a Master of Education in International Education Administration from Endicott College in Massachusetts and a Certificate of International School Leadership from The Principals Training Center, where he also teaches a PTC course Leading DEIJB in International Schools. Joel is a program lead for DEIJ Learning to Action at ISS and facilitates AIELOC/SUNY DEIJ Leadership Certificate Program. He is a proud member of  AIELOC and Diversity Collaborative. He is a dog parent to Frida, a poodle, and Asgier, a schnauzer.

For more than two decades, Sara has been committed to cultivating learning environments that foster joy, curiosity, and independence for all children—especially our youngest learners. An early childhood educator for two decades, she has worked as a classroom teacher, teacher-leader, and instructional coach in diverse school settings, and has consistently found that the heart of powerful learning environments is Project Based Learning (PBL). Her work centers the belief that young children are capable thinkers whose questions, relationships, and identities can shape meaningful, community-connected learning.

Sara is the lead author of Implementing Project Based Learning in Early Childhood: Overcoming Misconceptions and Reaching Success (Routledge, 2020) and a contributing author to Project-Based Learning in Elementary Classrooms: Making Mathematics Come Alive (NCTM, 2021). She is currently writing and editing a forthcoming book on early childhood PBL, featuring stories and practices from classrooms around the world.

Sara earned a bachelor’s degree from the University of Rochester and an MS.Ed. in Early Childhood Education from Bank Street College of Education in New York City. She is the co-founder of Early Childhood Project Based Learning, a professional learning organization that supports educators in implementing meaningful, developmentally grounded PBL with young children.

She is also a member of the National Faculty of PBLWorks and a frequent contributor to Edutopia, where she has written on a variety of topics including early childhood PBL, play, SEL and inquiry.

In addition to her coaching and consulting work, Sara serves as a Teacher on Special Assignment (TOSA) at Larchmont Charter School in Los Angeles, supporting the Transitional Kindergarten (TK) program, designing and leading professional development, and providing instructional coaching across TK–12.

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.

Veronica McDaniel has worked in education for two decades.  Born in France and half-Colombian, and with an International Baccalaureate bilingual diploma, she is trilingual in French, Spanish and English. In 2011 at Atlanta International School, she started facilitating a student-led anti-human trafficking group. She is the teacher liaison for CNN Freedom Project’s #MyFreedomDay where she coordinates schools annually for a global day of action. Last year #MyFreedomDay resulted in nearly 2 billion social media impressions, with students from over 140 countries. She recently created the nonprofit FREEST, whose mission is preventing human trafficking through education by empowering students to take action. 

Dr. Monica Medina has been an international educator for over 25 years working as a Deputy Superintendent and Principal in Ecuador (Academia Cotopaxi), Kenya (International School of Kenya), China (Shanghai American School). the United Arab Emirates (American School of Dubai) and Brazil (Escola American do Rio de Janeiro).

She earned her Doctorate in International Multicultural Education at the University of San Francisco in California where Monica worked as a teacher and school administrator for over 15 years prior to moving overseas. 

Monica is a recipient of the National Association of Elementary School Principals prestigious National Distinguished Principal Award. She presently consults with international schools coaching administrators, providing workshops on K-12 literacy practices and training international schools literacy coaches facilitating the International Literacy Coach Cohort (ILCC) in the CEESA and NESA regions.

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.

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Tom Schimmer is an independent education author and consultant from Penticton, BC (Canada). His current work focuses on the effective use of formative assessment as an integral part of the instructional process, accurate and fair grading and reporting, as well as educational leadership. Tom is an internationally recognized leader and expert who has delivered both keynote and workshop sessions at major conferences as well as for schools and/or school districts in Canada, the United States, and Asia. Prior to working as an author and consultant, Tom spent twenty years as an educator. As a classroom teacher he's taught a variety of subjects in every grade from 6-12. He has been a school administrator in five different schools (3 high schools and 2 middle schools) and most recently was a district-level leader primarily responsible for curriculum and instruction. Tom holds a Teaching Degree from Boise State University (1990) and a Master's Degree (Curriculum & Instruction) from the University of British Columbia (1999).

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Diagnosed with "Atypical Development and strong autistic tendencies" and "too sick" for outpatient treatment Dr. Shore was recommended for institutionalization. Nonspeaking until 4, and with much support from his parents, teachers, wife, and others, Stephen is now a full time professor at Adelphi University and adjunct at several other universities, focusing on aligning best practice in supporting autistic people to lead fulfilling and productive lives.

In addition to working with children and talking about life on the autism spectrum, Stephen is an internationally renowned educator, consultant and author on lifespan issues pertinent to education, relationships, employment, and self-advocacy. His most recent book College for Students with Disabilities combines personal stories and research for promoting success in higher education.

A current board member of Autism Speaks, the Organization for Autism Research (OAR), The Boston Higashi School, president emeritus of the Association for Autism and Neurodiversity, and advisory board member of the Autism Society, Dr. Shore also serves on the boards of numerous other autism related organizations.

Dr. Stephen Shore combines personal, practical, and academic experiences to promote fulfilling and productive lives for autistic and otherwise neurodivergent individuals as the rule rather than the exception.

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.