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

Chip served as an international school educator from 1973-2018 and has been a governance facilitator and trainer since 1985.  

He believes board members are usually well-intentioned and that governance is complex and thus iterative, not linear.  Individual board member governance skills matter and a learning mindset is critical to the practice of effective governance.  He also believes that International School Governance is a service profession with learnable practices and that a learning mindset is critical to the practice of effective governance.  He is dedicated to making these learnings accessible to board members, owners and heads.

Chip is the Director of the Governance Training Center (GTC), which offers virtual and in-person governance training.  The link is https://www.theptc.org/governance-training-center. 

He also currently serves on three boards. 

As a partner and international leadership consultant, Terence Bostic helps senior executives lead with clarity and sustain success at the highest levels. He works with leaders across industries to strengthen relationships, enhance decision-making, and create environments where people and organizations can thrive.

Terence’s consulting work centers on executive coaching, leadership development, and talent strategy. He partners with clients in healthcare, construction, banking, and education. Many of the leaders he supports are navigating complex stakeholder demands, organizational change, or questions of long-term sustainability. His approach is relational and practical, combining psychological insight with a deep understanding of executive realities.

Trained in both clinical and industrial-organizational psychology, Terence brings scientific depth and human perspective to his work. Before joining CMA Global, he served as an internal consultant in an academic medical setting and has since published widely on topics such as resilience, psychological safety, and well-being at work. He holds a PhD in Psychology from Saint Louis University, a Master of Science from Bucknell University and a Bachelor of Science from the College of William & Mary.

Terence is a licensed psychologist in Missouri and an active member of the American Psychological Association’s Divisions of Consulting and Industrial-Organizational Psychology, as well as the American College of Healthcare Executives. Having lived overseas for three years, he enjoys supporting international clients and brings a global mindset to every engagement.

Clients describe Terence as thoughtful, genuine, and easy to talk to. He believes coaching should be a rare space where leaders can be fully themselves, reflect honestly, and grow with purpose.

Outside of work, Terence runs about 25 miles a week, enjoys hiking and traveling, and plays his ukulele. He lives in St. Louis, Missouri, with his wife, and his two lovely daughters are off at college.

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).

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 and thought leader whose work helps schools foster inclusive communities grounded in dignity, respect, and belonging. For more than 30 years, he has partnered with institutions across K–12 education, higher education, nonprofits, and business to strengthen intercultural competency and support enduring institutional change.

A speaker, author, researcher, and educator, Dr. Gay has advised more than 500 schools and organizations in over 25 countries. His work includes serving as a Senior Advisor to Sesame Street and teaching intercultural competency at Columbia Business School, Teachers College at Columbia University, Parsons Paris, and the University of Pennsylvania. He has also delivered keynote addresses for leading international education conferences and associations, including EARCOS, NESA, AMISA, CEESA, ISAT, AAIE, EduLead, EMA, CASE-NAIS, and Mission Laïque Française.

Learn more about Dr. Gay and his work at derrickgay.com/about.

A native of Minnesota in the U.S., Dr Gregory Hedger has served in educational leadership positions for over 20 years in the role of school director at Cayman International School, at Qatar Academy, in Doha, and as superintendent at Escuela Campo Alegre in Venezuela, and as Director of The International School Yangon, in Myanmar, from 2016 to 2026. Greg has been involved in international education in his role as President of the Board of Trustees for the Association for the Advancement of International Education (AAIE), and through his service on the boards of the East Asia Regional Council of Schools (EARCOS), the Association of American Schools in South America (AASSA), The Dubose Foundation, the American Chamber of Commerce in Myanmar, and his work with the International Task Force for Child Protection, his contributions to various periodicals, and his work to promote the next generation of leaders through workshops and teaching. Greg has taught several university courses, including site-based leadership, an introduction to leadership, change management, and several other courses for SUNY’s international educator’s master’s program, and strategies for change in international schools for Endicott College.  In 2019, Greg was awarded a Klingenstein Fellowship through Teachers College at Columbia University.  In 2025 Greg received an award for outstanding contributions to international education from the Association for the Advancement of International Education (AAIE).

Greg is currently serving as Vice President – International Schools at the Western Association of Schools and Colleges (WASC), and as a consulting partner for VisionNext Consulting, preparing future-focused school leadership.

Jim is a partner and CEO at The Jane Group and a labor and employment lawyer by training. Jim manages the firm’s ongoing caseload, and he is the lead consultant on governance and board matters and complex legal matters in the US and throughout the world. In his role with boards, Jim works closely with chairs and executive committees and advises boards on complex issues involving leadership transitions, sexual misconduct investigations, and best practices in governance. Jim also oversees the firm’s international business. Since 2015, the firm has worked with schools in 38 countries and five continents. He has presented at numerous international education conferences. Jim works with international school leadership in all aspects of crisis management and is a member of the Child Protection Response Team for the International Centre for Missing and Exploited Children. Jim graduated from Culver Academies (IN). He was a Morehead-Cain Scholar at the University of North Carolina – Chapel Hill and graduated magna cum laude, Phi Beta Kappa, with a degree in American studies. Jim earned his law degree at Boston College, cum laude. 

Lyn is a director and senior consultant at Leadership Lab Global, based in Christchurch, New Zealand. 

Lyn has worked in the concerning and harmful sexualised behaviour space for over 20 years, setting up a Children's Service and Prevention Service with Stop Services. This role has involved supporting schools, professionals and families to respond effectively to concerning sexualised behaviour. Lyn provides consultation and training/workshops for professionals, school leaders, teachers, social workers and adults in positions of responsibility, as they navigate complex situations involving peer-to-peer sexualised behaviour.  

Lyn is an accredited Clifton Strengths Coach and provides consulting and coaching support to leaders across a range of sectors. Previously, she has worked in Education as Head of Secondary Health and Physical Education, and has a Master's in Counselling. Previously, Lyn also worked as a High School Guidance Counsellor and in an outdoor-adventure residential programme for adolescents in Atlanta, Georgia. http://leadershiplabglobal.org/team/lyn-jansen/ 

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.

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.

Kristine Mizzone is the Learning and Development Coordinator for the International School Counselor Association (ISCA). She is also an education consultant supporting schools in the areas of social emotional learning (SEL) and organizational leadership. She has served as both a teacher and school leader for nearly two decades in US public schools and private international schools. Most recently, Kristine served as the Director of Learning at Benjamin Franklin International School in Barcelona, Spain. Prior to that, she was the Curriculum and Professional Learning Coordinator at the International School of Beijing, China. Kristine is the author of The Leap Year: Practical Advice and Insights for Those Navigating Career Transitions. She currently resides in Bangkok, Thailand.

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 PhD 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.

Jeff Paulson serves as Co-CEO of AISH, bringing over 30 years of experience in international education to his role. He has held teaching, counseling, and leadership positions in six different international settings, including the United States, England, Malaysia, Peru, Venezuela, and Switzerland. With 15 years of experience as a Head of School in Venezuela, Switzerland, and the USA, Jeff has demonstrated a strong commitment to educational leadership.

Jeff holds a Doctor of Education in Educational Policy and Administration (Ed.D.) from the University of Minnesota, a Master of Education in Counseling Psychology (Ed.M.) from Boston University, and a Bachelor of Arts in Mathematics (B.A.) from Augustana College. He has also completed the Klingenstein Head of School Program at Columbia University and is recognized as an Executive Scholar with the Kellogg School of Management at Northwestern University.

Jeff's dedication to international education has been recognized by the Association for the Advancement of International Education (AAIE), reflecting his lifelong commitment to the field.

Ochan Kusuma Powell is an international educator and consultant to schools worldwide. She presents in the areas of coaching, special education, inclusion and collaboration. Ochan is a founding member of the Design Team for the Next Frontier Inclusion, a not-for-profit organization that supports international schools in becoming increasingly inclusive at a systems level. She is the co-author of several books on inclusion and differentiation. Ochan serves as an Associate Trainer for Cognitive Coaching and Adaptive Schools.

Do you genuinely know your students – or do you measure them and call it knowing? Matthew Savage has been asking that question with schools for years. This is his territory: data upended, assessment unmasked, wellbeing tended, inclusion held close, belonging grown. He believes passionately in the inalienable right of every student – without condition, exception or compromise – to be seen, heard, known, and belong.

His Data Cycle uses what he calls “relational epistemics” and a plurality of ways of knowing: listening to the violence of the colonial ledger, leaning toward futures where knowing replaces knowledge. Humble work. Patient work. The kind that helps schools and their leaders Know Better. A Head of School turned consultant, working with schools across the world.

Co-host of the Data Talks podcast. CIS Affiliated Consultant. SENIA affiliate. Board member with schools and with Parents Alliance for Inclusion. These are chapters, but only chapters. His story is becoming, but, like you, he is, also, already enough. His big heart belongs on the Isle of Skye, his unruly body consults from a wheelchair, and his autistic brain thinks for a living, and for life.

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.

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

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

Kristi Williams 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.

Linh Nguyen is a Senior Research Manager at ISC Research, specialising in international school market intelligence across East Asia. Linh brings diverse perspectives on market trends shaping international education today. She holds a bachelor’s degree in Economics and Mathematics and an MPhil in Economics.