JENNIFER ABRAMS
Title: Having Hard Conversations: Finding Your Voice Around What Matters
Description: As administrators,  we often come up against situations with faculty, staff and parents where difficult topics must be addressed.  What questions should we be asking ourselves before we speak, and what strategies should we use to plan for when we do speak? Based on Jennifer’s books, Having Hard Conversations and Hard Conversations Unpacked,  this highly personal and interactive session will provide participants with action plans and scripting tools for having those necessary hard conversations.  Participants will leave with more clarity and courage as they return to address challenging situations within their schools.

• Participants will learn how to
  Identify why they hesitate having hard conversations

• Design questions to ask themselves before they choose to speak up

• Articulate in professional language the challenges they are facing 

• Determine the goals of the conversation and write an action plan of support

• Script the conversation avoiding trigger words that put others on the defensive

• Choose the best ‘wheres’ and ‘whens’ for a productive discussion

BIOGRAPHY

Formerly a high school English teacher and a new teacher coach in Palo Alto Unified School District (Palo Alto, CA, USA), Jennifer Abrams is currently a communications consultant and author who works with educators and others on new teacher and employee support, being generationally savvy, effective collaboration skills, having hard conversations and creating identity safe workplaces. 

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 shared her work in other mediums as a featured columnist on growth and change for Learning Forward’s The Learning Professional journal as well as contributing to The International Educator (TIE) focusing her writing on adult development and collaboration skills. 

Jennifer has been invited to keynote, facilitate and coach at schools and conferences worldwide and 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. 

BAMBI BETTS & CHARLES BARDER
Title: Developing High-Leverage Governance Strategies to Deal With Three Chronic Challenges to Boards

Description: Join us for a day of designing and developing action plans and protocols to confront three chronic challenges to Boards:

1. Putting Teeth and Meaning into Head Evaluation - Gain Insight, Understanding and Learn Approaches to Help Make the Process More Constructive and Useful For All

2. Succession Planning – Face Inevitable Turnover with Time-Tested Strategies for Sustainable and Stable Governance 

3. Taking the Mystery out of the Generative – Approach Authentic International School Governance Issues through the Generative Lens

Putting Teeth and Meaning into Head Evaluation - Gain Insight, Understanding and Learn Approaches to Help Make the Process More Constructive and Useful For All

This important process seems to continue to plague many boards and heads as they try to get it right.  It can be a daunting board responsibility and all too often a source of deep dissatisfaction for board members and heads alike. Using established standards for heads based on the work of James Strong, AISH, the accrediting agencies and others, participants are lead through a clear process that emphasizes clarity, communication, mutually agreed upon evidence and proactive planning.  Join us to gain insight and learn strategies to help make the process more meaningful and useful for all.

Succession Planning – Face Inevitable Turnover with Time-Tested Strategies for Sustainable and Stable Governance.  

Ensuring there are always strong, competent board members and board leadership are among the most common challenges facing an international school board.  Board service is voluntary; the pool of candidates particularly in the international sector is often transient prompting regular turnover. Potential members question their capacity to make enough time for serving. How does the board ensure that it always has the most effective membership and board leadership?

Taking the Mystery out of the Generative – Approaching International School Governance Issues through the Generative Lens

While the notion of Generative Governance was first established by Harvard’s Dick Chait and colleagues in the 1990s, the clear understanding and practical application of this mode of governance remains illusive.  After establishing what it is and what it isn’t, participants will be guided through a series of real-world board scenarios in order to develop talent and skill in the generative approach.  Participants will also be encouraged to bring dilemmas from their own schools to practice generative thinking together and generate ideas to take home.

BIOGRAPHY

Bambi Betts has been working in the international education world for over three decades.  She is the director of the Principals’ Training Center for International School Leadership (PTC)  and founder of additional training centers for international teachers, teacher leaders, counselors and governance members. Bambi has been actively involved with the PTC since its inception as a course developer, trainer, and co-trainer for the Essential Skills courses. 

She has served as  director, principal and teacher in international schools for over 30 years and been a consultant in over 150 international schools, conducting professional development sessions on a wide range of topics related to the effective international school, including assessment, curriculum leadership, teacher leader strategies, instructional strategies, faculty evaluation, and governance. 

Bambi also serves on the governing board of 2 international schools in Haiti and Cambodia, is a founding member of the Academy for International School Heads (AISH) and serves as the president of the Overseas Schools Assistance Corp. (OSAC) non-profit which offers online news and recruitment services to international schools through The International Educator (TIE).

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.

GREG CURTIS & AARON MONIZ
Title: Achieving Transformational Global Citizenship Systems for Our Students
Description: Articulating a transformational vision and goals for global citizenship requires effort across all systems that make up your learning community.  This is not easy work, but it is necessary.

During this full-day workshop, Aaron Moniz of Inspire Citizens and Greg Curtis will support school leaders in devising goals and an actionable roadmap to achieve their aspirations for a highly impactful focus on global citizenship.  To do so, participants and workshop facilitators will:

• Use the ground-breaking global citizenship “Self-Discovery Tool” designed by Inspire Citizens and Greg to assess their school’s current position across multiple learning systems.

• Interpret the results in order to develop insights, identify strengths and pinpoint areas that are ripe for action and will leverage the greatest impacts.

• Develop a “desired future state” across all systems within the complex learning landscape of your school.

• Devise an actionable plan across all systems using Inspire Citizen’s Global Citizenship Whole School Road Map.

• Identify the Inputs and Outputs needed to act on this road map using Greg’s Input-Output-Impact™ model.

• Leave the workshop with an informed and achievable plan for their school.

This workshop is ideally suited to small teams of leaders from the same school, including Heads of School, Board Members, Principals, Curriculum Directors, Service Learning Coordinators and others involved in furthering global citizenship learning at your school.

BIOGRAPHY

Greg Curtis is an author and independent education consultant.  He is currently based in Canada and has spent much of his career working with international schools around the world in all-school capacities.  Greg has been a technology director, a curriculum and professional learning director, and a strategic planner for international schools in Europe and Asia.  His current publications include Moving Beyond Busy: Focusing School Change on Why, What and How (Solution Tree, 2019), Leading 21st Century Learning: A Playbook for Vision-Driven Schools, Second Edition with Jay McTighe (ASCD and Solution Tree, 2019) and various blogs for the Mastery Transcript Consortium (https://mastery.org/author/gcurtis/).

Aaron Moniz, Following 10 years of supporting teachers and students in inclusive education and success strategies for remedial readers and English Language Learners, Aaron brings this frame into his work with administrators, teachers, students, and community members within the three Inspire Citizens’ Impact Frameworks.  Aaron’s experience at the innovative Futures Academy at the International School of Beijing also developed his expertise in Project-Based Learning, Inquiry, Design Thinking, and best practice pedagogies for authentic and impactful action. 

Now, as the Co-founder of Inspire Citizens, Aaron works with schools to link the world’s greatest needs to applied learning and holistic education and move teachers, programs, and schools towards designing impact projects through best practice professional learning and whole school deep implementation approaches. By embedding the tools for global competence, community well-being, and sustainable development into existing curriculum or school program, Aaron helps any school to become a Global Impact School and strives to help any stakeholders realize that all schools have potential for positive impact in the world.

LEE ANN JUNG

Title: What Matters Most: Mastery Assessment and Grading
Description: Based on her forthcoming Corwin book, Lee Ann outlines an order and process of school change toward assessment and grading practices that inform teaching and learning on the enduring and transferable skills that matter most. How do we teach and assess metacognitive skills? What should be happening with assessment in classrooms far in advance of designing standards-based grading (SBG) and report card? What is the next generation of grading scale, beyond the common SBG scale? Come ready to engage in deep thought about assessment and grading and push the envelope of even standards-based assessment to a vision of what's next.

BIOGRAPHY

Lee Ann Jung,PhD, is founder of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. A former special education teacher and administrator, Lee Ann now spends her time in schools, working shoulder-to-shoulder with teams in their efforts to improve systems and practice. She has consulted with schools in more than 30 countries and throughout the United States in the areas of universal design for learning, inclusion, intervention, and mastery assessment and grading. Lee Ann is the author of 7 books, numerous journal articles and book chapters on inclusion, universal design, and assessment. She serves on the advisory board for Mastery Transcript Consortium, as section editor of the Routledge Encyclopedia of Education, and on the editorial board member for several professional journals. In her community, Lee Ann is a board member for Life Adventure Center, a local nonprofit with a mission of healing for those who have experienced trauma.

RAMI MADANI
Title: Understanding How Leadership is Changing

Description: A new model of leadership is needed to help us be more effective in leading our schools. Events and trends of recent years have created a shift in teachers', students’, and stakeholders’ sense of purpose, autonomy, priorities, and values. At the same time there are important school goals to advance despite these shifts. This session will describe the new context of schooling that is impacted by unavoidable global conversations, suggest ways for leaders to focus on new skills to continue to be inspiring, relevant, and ahead of the change we experience. Regardless of your role at school, the need for you to bring your beliefs and values wisely and safely to this conversation has never been more needed. Questions we will explore include: How does leadership look in the age of complex sexual identity issues, DEI, resistance, SEL, and cancel culture, etc? Why are our current leadership skills that have brought us so far not the same skills required to take us to the next level? What does this new phase of leadership look like? We are often faced with challenges that are beyond right or wrong, beyond clear value orientation (past, present, or future value orientation), and beyond the habitual ‘Serving’ to ‘Authoritarian’ leadership style continuum. Please join us for structured learning that will help us navigate emerging trends and strengthen our ability to lead with optimism and competence. It will also support attendees in clarifying, simplifying, and communicating their vision. 

BIOGRAPHY

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, refining systems and tools to support student and adult holistic growth.

SCOTT MCLEOD
Title: Leadership for Deeper Learning

Description: What do leaders at innovative schools do that is different from their counterparts in more traditional schools? Come to this active, hands-on preconference workshop to find out!

Most deeper learning schools share an emphasis on applied creativity, critical thinking, and problem-solving; high levels of student agency, control, ownership, voice, and choice; opportunities to engage in authentic, real-world work in local and global communities; and robust technology infusion. In this workshop we will learn from numerous innovative schools about what deeper learning leaders do, what support structures they put into place to support robust learning and teaching, and how they maintain the motivation and courage necessary for this complex work.

Participants will walk away with the following free resources (based on empirical research from 80+ school visits, not just anecdotes):

● Key leadership behaviors,

● Key organizational support structures,

● Profile of a deeper learning leader,

● Leadership for deeper learning self-assessment (team or individual),

● Discussion questions for building-level leadership teams and teaching staff,

● Instructional redesign tools to help get schools started, and

● A variety of activities that they can use with educators and families back home.

Please bring a computing device and charging cord, and be prepared to be very actively engaged all day!

BIOGRAPHY

Scott McLeod, J.D., Ph.D., is a Professor of Educational Leadership at the University of Colorado Denver and the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the first university center in the U.S. focused on leadership, deeper learning, technology, and innovation. 

Scott has worked with hundreds of schools, districts, universities, and other organizations and has received numerous awards for his work. He is a frequent keynote speaker and workshop facilitator at regional, state, national, and international conferences. Scott also hosts two podcasts, LeaderTalk and Redesigning for Deeper Learning.

Scott currently serves as a Getting Smart New Pathways Fellow, ISTE Community Leader, and on NAESP’s Professional Learning Advisory Council. He has written or edited 4 books and 170 articles and other publications, and is one of the most visible education professors in the United States.

LINDSAY PRENDERGAST
Title: Let's Talk about Teaching: Growth-Focused Observation and Feedback

Description: Designed for instructional coaches and school leaders, as well as those who want to build their observation and feedback skills, this course will prepare participants to support a culture of adult learning and growth in schools. Participants will develop a deeper understanding of bias and the  components and rubrics of the updated 2022 Danielson Framework for Teaching, practice aligning evidence to the rubrics, and develop plans for observation and coaching cycles. This workshop is based on the Danielson Framework for Teaching, though participants who are new to using the FFT or are unfamiliar with are welcome to attend.

BIOGRAPHY

Lindsay Prendergast has served schools and districts across the globe for nearly two decades as a consultant, Principal, Counselor, and Special Education teacher. She currently supports leaders in Clark County (NV), one of the largest districts in the U.S., as an embedded leadership coach for NWEA. Here she partners with schools to facilitate differentiated experiences designed to elevate leadership capacity across the system. Lindsay is also a Framework Specialist for The Danielson Group, an ASCD Emerging Leader, a fellow with the Association for the Advancement of International Education (AAIE), and she supports schools in their improvement journeys as a team member on accreditation reviews with Cognia (formerly AdvancED). Lindsay frequently presents on leadership development, growth-focused teacher supervision, and assessment practices at conferences including ASCD, AMLE, Learning Forward, Cognia, and others across nearly a dozen countries. She has published over a dozen journal articles for organizations including ASCD, Edutopia, Learning Forward, NWEA, Achieve the Core, and others.

FRAN PROLMAN
Title: Advanced Communication Skills for Experienced Leaders

Description: Join us for a practical, immediately applicable, hands on day of advanced communication skills designed specifically for you by Fran Prolman.  The day includes four different categories of skillsets to expand your repertoire as a skillful communicator in challenging situations. This is not your typical Communication Skills 101! These categories of skills include:

Skills for Leading Difficult Conversations: Staying grounded in the midst of rage.  

Raise your consciousness for dispassionate disengagement, the “Balcony View”, intentional word choice and staying on message despite derailments and tangents. Reframe negativity as a win toward connection.

Skills for Managing Ego: Taming Your Listening Villains

Consider the ego driven obstacles which shut down communication. Do you come from a place of judgment? Interrogation” Needing to give advice and problem solve?  Storytelling which no one asked for?  What are your pre-dispositions, and how do you diagnose the predispositions of others to practice being present without bias?

Skills for Deep Listening: Building Empathic Connection

Clarify the five levels of listening, and where you tend to gravitate.  Expand your skillset of listening for sub-text and abstractions in others.  Expand your analysis of emotions, beliefs and values unspoken. Create deep listening opportunities within your school community.

Skills for Reframing Conflict as Positive Energy” Take “The Other” to Lunch!

Identify and unpack the intricacies of polarities and belief systems which exist in your school.  Facilitate them to be a win for your school’s vision and mission. Expand your repertoire of intentional language and facilitation skills to honor diverse ideas and perspectives within your school community. 

BIOGRAPHY

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.  

OCHAN POWELL & KENDALL ZOLLER
Title: Feeling Known, Loved, Safe, and Successful: Developing an Inclusive and Collaborative Culture

Description: Imagine if all schools were designed specifically for the students they serve. How might they be different from the way they are now? We suspect the differences might be evident beyond the confines of the classroom and extend to the way adults relate to one another as they work together. When a school is designed for its students, it leads to an inclusive culture where every member of the community feels known, loved, safe, and successful.

What would it take to create and sustain such a culture? What liberatory courage would it take to dismantle existing systems that are getting in the way? It would require adaptive thinking to create what has been elusive up to this point in time. It also requires communicative skills that invite voices and recognize status.

This engaging session brings to life current research on building an inclusive, adaptive and collaborative culture, one in which everyone feels welcomed, respected and valued, regardless of differences in background or experience. Participants will explore the work at three levels: the self, group, and system; and will leave with structures and strategies to create a sense of belonging for all.

BIOGRAPHY

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.

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 

JAMES STRONGE & LESLIE GRANT
Title: World-class Schools - World-class Principals: How Effective Leaders Impact School and Student Success

BIOGRAPHY

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

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

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

Leslie W. Grant is the Dorman Family Term Distinguished 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.

HOMA TAVANGAR
Title: Building Strategic Leadership Capacity on DEIJB: Good Equity Leadership is Good Leadership (joined by Derrick Gay)

Description: This highly interactive pre-conference offers Trustees/Board members and school leaders a chance to learn, grow and share effective strategies, approaches, and methods that can build a greater sense of community in the school through diversity, equity, inclusion, justice and belonging (DEIJB). It will help leaders understand the pivotal role of DEIJB, not as an add-on, a fad, or a nice-to-have, but as a core element to executing their school’s vision and mission, reduce risk, and fulfill core responsibilities of the Board.

As schools grapple with a myriad of complex challenges, addressing DEIJB needs can feel like a “catch-up” game where the leadership team is continuously reacting to the next crisis instead of leading and establishing a space where every child and adult can flourish. What can the Board’s role be in stewarding a hoped-for culture of belonging?  

Homa will bring her experience working with Boards and executive teams across five continents, to share effective leadership practices, understand the connections between governance and leadership for equity, and work through recent scenarios and challenges to Boards and leaders. Participants will have a chance to interact with and learn from fellow Trustees and leaders, to grow capacity for the leadership and governance challenges ahead.

**As a special opportunity for EARCOS participants, Dr. Derrick Gay will join Homa for a live interview and to address some of your most challenging questions during the preconference.

BIOGRAPHY

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. Co-founding The Big Questions Institute and the Oneness Lab represents a culmination across these diverse engagements. 

Homa is the author of award-winning Global Kids (Barefoot Books, 2019), best-selling Growing Up Global: Raising Children to Be At Home in the World (Random House, 2009) which 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. She also has co-authored six books for educators.

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, PA.