Diverse Professional Development Consultants
Central to the commitment of the Association of International Educators and Leaders of Color (AIELOC), International Schools Services (ISS) and The Diversity Collaborative (DC) is antiracism, diversity, equity, inclusion, belonging, and justice. We seek to provide a space and platform where leaders and learners from different schools, organizations, and communities can access and benefit from diverse professional development consultants’ experiences and expertise.
On this page, you will find facilitators and consultants who offer professional learning experiences that educate and inspire participants to be agents of change. While many have experiences and expertise in our work on anti-racism and DEIJ, they are also first and foremost leaders in schools, leaders in organizations, and leaders in the classrooms. Please reach out to the facilitators and consultants for partnership, purpose development, planning, contracting, and scheduling. You can find a suggested scale for facilitation and consultation services, quoted in USD, available for download here
The list is not conclusive as there are still many identities that are not yet represented. As we continue to accelerate our work on equity, inclusion, diversity, visibility, access, we will invite more consultants who can support learning, well being, and leadership in international schools across the world.
Adrienne M Waller is an educational leader committed to diversity, equity, inclusion and justice. Adrienne has been in education for over 15 years doing DEI advocacy, parent involvement work, teaching and leadership; serving in public, private and charter schools in the US, Qatar, China, Kuwait and the Cayman Islands. Additionally, Adrienne is the owner of Worldwide Educator, LLC an education consulting company focused on living authentically, empowering educators to own their instructional genius and stand out. She has worked with educators across the world. She wants to help others elevate out of their current position or location to a better, more rewarding career.
Expertise: Leadership, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Inclusive Learning, Authenticity
Alan is the Founding Head of School at North London Collegiate School Ho Chi Minh City (NLCS HCMC) in Viet Nam. Before joining NLCS HCMC, he served as a Principal at Shanghai American School, American International School Chennai, American School of Barcelona, and ACS Hillingdon International School. He has more than 15 years of recruitment experience in international schools. During his time in international schools, he witnessed the lack of diversity in faculty and leadership positions. Thus, Alan focused his doctoral research on the intersection of gender, ethnicities, and leadership positions in international schools. Furthermore, as an openly gay Asian American leader, he experienced how international schools lacked inclusivity and resources for individuals from marginalized communities. These same experiences, however, provided the impetus and motivation to move school communities forward by critically considering the roles that gender, sexual orientation, and race play in hiring practices. With the Diversity Collective, he's acting to bring transformative change to the international school system.
Expertise: Leadership, Governance, Strategic Planning and Development, Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment, School Culture and Change, Onboarding and retention
Alysa’s work is driven by the question, “what does it mean to be free?”. She began her journey
exploring this question as a classroom teacher, learning and growing alongside high school
students for over a decade. Her work has since expanded to include curriculum design, adult
learning, strategic planning and educational consulting, all through an antibias, antiracist and
justice centered lens. These practices have given her countless opportunities to practice
revolutionary love and radical possibility. Her consulting services include development of
inclusion strategy, systems building, and professional learning on antibias and antiracist
practices. She has worked with schools across the globe and presented at a number of
international conferences around building identity affirming communities.
She combines her own lived experiences as a multiracial and multicultural woman and the
intentional study of the practitioners of abolition and liberation who have come before her to
bring an intersectional lens into all the work she does. Her academic background includes a
Bachelor’s of Arts in Journalism and another in Spanish Language and Literature. Additionally,
she holds a MS in MultiDisciplinary Studies in Education from the State University of New York,
Buffalo. Currently, she is pursuing a PhD in Education for Social Justice at the University of
San Diego. In addition to consulting, she also works full time as the Inclusion Manager for
Netflix, Latin America.
Expertise: Leadership, Governance, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment, Well Being & Socio Emotional Learning, Innovation, Inclusive Learning, School Culture and Change
Angeline is an international educator who has taught in schools in Sydney, Singapore, Nanjing and Berlin where she currently resides. Having undertaken multiple roles within schools, as a teacher, curriculum coordinator, accreditation coordinator and most recently as a professional learning and development coordinator, Angeline has gained unique insights and understandings from multiple perspectives. Her work as a member of the International Baccalaureate Educator Network (IBEN) and CIS volunteer has provided opportunities for her to work across cultures, borders and languages where she brings together learning communities interested in developing shared understandings and practical steps towards sustainable school growth. Angeline is an advocate of coaching, concept- driven learning and teaching and contributes as an active citizen on social justice issues through her role as a country network leader of @WomenEdDE and role as chair of ECIS’ Women in Education Special Interest Group. She also serves as a school member representative on CIS' Board Committee on Inclusion, Diversity, Equity & Anti-racism. Angeline believes that every educator and student has the power to impact others. She approaches supporting schools to become totally inclusive through focusing on individuals (mindsets, advocacy and communal solidarity) and infrastructure (commitment to and implementation of sustainable policies and practices).
Ann Marie Christian is an International Safeguarding Consultant with three decades of child
protection experience and a qualified social worker of twenty-six years and management of
nineteen years.
An affiliated safeguarding
Consultant with CIS since 2017. She has worked in USA, Europe, North America, Middle East, Asia
and Africa providing consultancy and training in this specialist area including inclusion and
diversity. However, Ann Marie is very passionate about the well-being of all children as often
their living experiences impact on their identity, existence, self-esteem and future.
Research informs us that Black and Brown children experience ‘Adultification’ within education,
law enforcement, health children services and robbed of their innocence, childhood and rights as
they are racial profiled and treated unfairly. Unconscious bias and Adultification are forms of
racism and need to be challenged.
Expertise: Leadership, Governance, Strategic Planning and Development, Diversity, Equity, Inclusion & Justice, School Operations, Human Resource Development & Recruitment, Well Being & Socio Emotional Learning, Inclusive Learning, School Culture and Change, Safeguarding and child protection
ODIS began in June 2020 when two international school alumni launched a petition and survey to add anti-racism to the IB curriculum. Our mission is to provide a platform where educators and students can assemble to educate themselves about issues that are marginalised in the international classroom. ODIS has presented several online events including for AIELOC, University of Manchester, and Youth Forum Switzerland, as well as attended the ISADTF Inaugural event at Ecolint in October 2022.
Expertise: Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Futures of Learning, Student Agency & Empowerment
Aparna is a founding partner of The Diversity Collective LLC, a recruiting agency committed to
diversifying faculty and leadership in international schools. During her almost thirty-year
career in education, she has been a teacher, department chair, administrator, and DEIJ
consultant. She sat on the Independent Schools Association of Central States (ISACS) Equity and
Justice Committee, where she helped rewrite the equity and inclusion standards for
accreditation. She is also a founding board member of Cleveland, Ohio’s South Asians for Justice
and Equity (SAJE). She earned her B.A. from Occidental College in Los Angeles, her M.A. from
Teachers College, Columbia University in New York City, and her Certificate of International
School Leadership from the Principals’ Training Center in Miami.
Aparna understands the challenges of navigating predominantly white spaces as a person of color,
as well as the sweet sense of belonging in racially diverse settings. She has worked with
teachers to design culturally responsive curricula and examine how our individual identities
impact classroom dynamics. She developed curriculum examining the impact of race, gender, and
class on individual and national identity and has led various workshops including adolescent
identity development, the impacts of implicit bias, how to recruit and retain exceptional
faculty from underrepresented groups and the transformational effects of affinity spaces in
schools. As the mother of biracial, multicultural children who attend an international school,
Aparna’s work is both professional and personal.
Expertise: Leadership, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment, Well Being & Socio Emotional Learning, Admissions, Inclusive Learning, School Culture and Change
Ayodele Harrison is a leadership development coach and racial equity practitioner. He has over
20-years of experience, teaching and leading in public, private and international schools.
Ayodele is currently the Senior Partner of Education at CommunityBuild Ventures (CBV) - a
pro-Black solutions focused firm committed to eliminating racial disparities by developing
powerful, impactful racial equity driven leaders and organizations. Ayodele's primary role with
CBV is leading their signature initiative entitled BMEsTalk. BMEsTalk stands for Black Male
Educators Talk. This initiative offers a suite of culturally affirming in-person and virtual
affinity spaces and leadership development programs to Black Male Educators living in the US and
several international cities around the globe. Ayodele seeks to inspire and equip Black Male
Educators to engage transformational action that improves the lives of students.
In July of 2022, Ayodele launched a 10-month facilitative leadership certificate program for
Black Male Educators entitled the BMEsTalk Incubator. The BMEsTalk Incubator combines both
in-person training retreats and online small group coaching sessions to equip BMEs with the
tools, knowledge, and personalized community of support they need to transform the way they lead
leaders.
Prior to entering the consulting world full time, Ayodele served as an Assistant Director with
Georgia State University’s CREATE Teacher Residency. At CREATE, Ayodele helped to build a
pipeline of racially diverse, compassionate, skilled, and anti-racist aspiring and early-career
teachers to teach and thrive in Atlanta Public Schools. Additionally he worked to recruit,
support, and retain experienced educators positioned to develop new teachers while reimagining
their own practices in their schools.
Ayodele is a certified CBCT®Instructor. CBCT®stands for Cognitively-Based
Compassion
Training. Developed at Emory University, CBCT®is a course that teaches a set of
contemplative exercises, based in the science of human emotions, to assist people with
cultivating greater personal resilience and compassion for themselves and others. Ayodele is
one of very few Black men certified instructors in the world. He teaches courses to
educators, nonprofit leadership teams, and community advocates seeking to experience
what it looks, sounds, and feels like to center compassion while being fiercely committed to
racial equity.
Ayodele Harrison is from Seattle, Washington. He holds a BS and MS in Civil Engineering from
Howard University and University of California, Berkeley, respectively. Ayodele is married to
Natasha and they have two beautifully brilliant children, Ajani and Ifetayo.
Expertise: Leadership, Well Being & Socio Emotional Learning, School Culture and Change
Azra Pathan is the Director of Learning at the International School of Kuala Lumpur. She has previously served as ES Administrator, Teaching & Learning Coordinator, Director of Curriculum & Instruction in the United States, India and Malaysia. She holds certification in Inclusive Leadership, Cross Language Acquisition and Development, and Equity Literacy Training and Facilitation. Azra contributes to the global community through accreditation visits, leading workshops and presenting at conferences on topics related to leadership, managing change and effective practices in teaching & learning. Azra has supported initiatives that build systemic approaches to DEIJ and sustainability practices in schools, and is passionate about creating human centered systems in schools where authentic relationships are at the heart of learning.
Expertise: Leadership, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Futures of Learning, Inclusive Learning, School Culture and Change
Ceci is a collaborator, coach and advocate who empowers educators to create equitable learning opportunities for all language learners. Born and raised in Guatemala City, Ceci grew up in a unique bilingual household nurtured by her parents who valued languages equally. Inspired by her own upbringing and her extensive experience in international schools, Ceci now leads a support program for multilingual learners based on practices which ensure culturally responsive teaching and equitable access.
Expertise: Leadership, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Technology, Innovation, Inclusive Learning, School Culture and Change, Language Equity & Translanguaging
Cheryl-Ann Weekes, M.Ed. was born in Barbados and immigrated to Boston at the age of 11. She
is proud of her Bajan heritage and loves Caribbean food, rum punch and black cake.
Cheryl-Ann's favorite things are chocolate, coconut and mango ice cream, the beach, traveling,
listening to music especially soca, and reading. Cheryl-Ann has been a Counselor working with
the teen population since 1997 in the United States. She began working internationally in 2010
and has lived in many countries.
Cheryl-Ann created Weekes Enterprise, LLC because she is passionate about the need to
normalize going to therapy and discussing mental health, boundaries, consent, and
accountability with her students and community. Cheryl-Ann Weekes is an expert in social
emotional counseling, mental health and university counseling. Her purpose is to support young
people and encourage them to express their emotions and opinions in a safe space. What she
loves most about her work is the opportunity to have individual conversations with her students
about developing coping strategies. She uses positive self-talk and quotes from her favorite
authors to teach lessons to her students. Cheryl-Ann believes that when adults apologize and
admit they have made a mistake, it creates safe spaces for students to try new experiences and
make their own mistakes.
Cheryl-Ann's favorite authors are Maya Angelou, Toni Morrison, Zora Neale Hurston, Alice
Walker, Langston Hughes and James Baldwin. Living abroad has given her more insight into the
cultures of the world and the beauty of travel.
Expertise: Well Being & Socio Emotional Learning, Inclusive Learning
In addition to being a DEI expert, Cynthia Roberson is an MYP and DP educator currently conducting diversity, equity and inclusion research in international schools for her doctoral dissertation. Throughout her fifteen-year tenure in education she has engaged in antiracist and DEI advocacy in education systems in the United States and abroad, including presenting at national and local conferences on equity and inclusion, as well as best practices and strategies for decolonizing the English Language Arts curriculum. She holds Master’s degrees from Temple University and Saint Leo University and is currently a Doctor of Education student at the University of Illinois-Urbana Champaign.
Daniel Wickner is an experienced international educator and educational consultant specializing
in student identity and identity development, particularly in multicultural, multiracial,
multilingual, and transnational school environments-- spaces that closely mirror his own
multilayered background and identity. The founder of Identity-Centered Learning (ICL), Daniel
has conducted workshops to help educators deepen their understanding of the complexity and
intersectionality of identity and reflect on how their own identities inform their teaching
practice. His workshops also demonstrate how to place student identity and identity development
at the center of educational environments, language, policy, practices, decision-making,
relationships, assessment, support, and instruction. He has also consulted and advised on
equitable and inclusive recruiting practices in international education.
Daniel has worked in international education for 13 years and is currently an upper primary
classroom teacher at Hong Kong International School, having taught previously at international
schools in South Korea and Spain. He has also served on the ISS Recruitment Advisory Taskforce
and is a co-author of the 2020 Diversity Collaborative Leadership Recruitment Pipeline Report.
Daniel holds a B.S.E. in Electrical Engineering from Princeton University, an M.S.E. in Science
for Open and Environmental Systems (Robotics) from Keio University, and is currently completing
an M.A. in Private School Leadership at Columbia University Teachers College.
Danau Tanu, PhD, is the author of Growing Up in Transit: The Politics of Belonging at an
International School — the first book on structural racism in international schools based on her
doctoral dissertation. Currently, she is conducting research on 'Japan’s Multicultural Youth’ as
a Japan Foundation Research Fellow at Waseda University (Institute of Asia Pacific
Studies). Danau holds a Ph.D. in anthropology and Asian studies with expertise in international
education and youth mobility.
As a public speaker, Danau is skilful at combining in-depth research expertise with the power of
storytelling to deliver hard-to-hear messages on sensitive topics, such as racism in the
international education sector. She also has first-hand experience in her subject area having
moved between several countries as a child while attending both international and local public
schools. Having grown up in a multilingual home, Danau is fluent in English, Japanese, and
Indonesian and has conversational command of Chinese (Mandarin).
To ensure that the broader community benefits from her academic work, Danau volunteers as
Co-Founder of TCKs of Asia and for the Families in Global Transition (FIGT)
Research Network.
Expertise: Diversity, Equity, Inclusion & Justice, School Culture and Change, Third Culture Kids (identity and transitions); Decolonizing international education
Dr. Darnell Fine is a middle school deputy principal in Singapore. He is also an experienced facilitator of adult learning, focusing on curriculum, assessment, and culturally responsive teaching and school leadership. He has provided hundreds of workshops and keynote presentations for numerous conferences and educational institutions throughout the United States as well as Asia, Africa, Europe, the Middle East, and South America. In addition to facilitation, he’s served as a curriculum consultant, reviewing manuscripts and curricula for publishing companies, arts organizations, and universities. Darnell is a 2012 recipient of the Learning for Justice Award for Excellence in Culturally Responsive Teaching and was named a 2021 Emerging Leader by ASCD. After earning his Bachelor’s in Africana Studies and Education at Brown University, Darnell obtained his Teacher Support Specialist Endorsement through Georgia State University and his Master’s in Creative Writing in London. Dr. Fine holds an EdD in Educational Leadership from the University of Southern California.
Expertise: Leadership, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment, Well Being & Socio Emotional Learning, Inclusive Learning, School Culture and Change, Culturally Responsive Teaching and School Leadership
Doline Ndorimana is a DEIJ workshop Leader, MYP Language Consultant, CIS Accreditation
Evaluator and TIE Editorial Board Member.
Born and raised in Burundi, Doline Ndorimana is an international educator, DEIJ workshop leader
and a university lecturer with more than 15 years of experience in International schools. She is
also a language Acquisition MYP consultant, and is part of TIE Editorial committee as well as
being a member of AIELOC and the Diversity Collaborative. Doline is trained in international
accreditation as a team evaluator and has been involved in accreditation visits. She is a great
advocate of students’ voices and works at amplifying them by helping to create a culture of
inclusion and vulnerability in schools. She now lives in Melbourne with her family.
Expertise: Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Inclusive Learning
Dominique Dalais has been teaching for 27 years most of which has been in the international school sphere. He has been the head of Physical and Health Education at two international schools in England and South Korea and currently holds that role in Vietnam. Dominique coordinated diversity, equity and inclusion as the lead in his previous international school and is an experienced racial equity facilitator. Dominique was humbled to be a keynote speaker at the recent PHASE conference in March 2023. He is currently the chair of the ECIS PE special interest group being part of organising the PE conference in Frankfurt, Germany. He is an Advocacy committee member on the ISS Diversity Collaborative and a Facilitator of the Self Care group for AIELOC. He has also run workshops for International School of Geneva, International School Services and was a presenter at the 2021 AIELOC conference as well as being invited to be on a panel of educators discussing Diversity, Equity and Inclusion in international schools on a NEASC webinar and a panel discussing recruitment with a Diversity lens for the Outstanding Schools Europe conference. Dominique facilitates two Facebook groups ‘International Teachers of Colour’ and ‘Physical and Health Education in the MYP’ with accompanying websites, collaborative webinars and online discussions. Dominique also runs a podcast called 'conversations with an International Teacher of Colour.'
Expertise: Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, School Culture and Change, IB MYP Physical & Health Education Workshop Leader
Dr. Emily Meadows (she/her) is an LGBTQ+ consultant specialized in international schools. In addition to her doctoral degree, Emily holds master’s degrees in both Sexual Health and Counseling, and has worked as an international school counselor for over a decade. She researches, publishes, and trains school communities on equitable policy and practice, while also teaching for the LGBT Health Policy & Practice graduate program at George Washington University. Emily is a Council of International Schools affiliated consultant and has developed inclusion standards, referenda, and trainings for professional organizations such as the New England Association of Schools and Colleges (NEASC), the National Association of School Psychologists (NASP), The Fulbright Commission, the Association for International Educators and Leaders of Color (AIELOC), the Association for the Advancement of International Education (AAIE) and the American Psychological Association (APA). Having spent more than half of her life in international schools, Emily specializes in culturally-relevant solutions to promote equity and inclusion worldwide.
Expertise: Leadership, Governance, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, School Operations, Human Resource Development & Recruitment, School Improvement through Accreditation, Well Being & Socio Emotional Learning, Admissions, Marketing and Advancement, Inclusive Learning, School Culture and Change, LGBTQ+ Safety, Equity, & Belonging
Fandy is the initiator of iEducate Global and is on a mission to ignite transformational change in schools. With over 17 years of experience in international education, she supports schools and educational teams as they inquire into their iDEIJ practices. Fandy helps schools through the iDEIJ Continuum - a programme of support that helps schools ignite, implement, improve and iterate the continuous improvement cycle, from Committing to Leading DEIJ Practices. It is a holistic framework for whole- school Development in Identity Diversity Equity Inclusion-Belonging and Justice. Fandy works in partnership with AIELOC to advocate for equitable practices in international schools. She also works with other organisations like International School Services as an Affiliate Consultant, the ISS Diversity Collaborative, co- leading the Case Studies Committee, and as a former Member of the Antiracism Task- Force. Other partnerships include CIS, ECIS, and IB. She led and facilitated the Leadership Committee of the ISADTF Inaugural event in Geneva, and continues to co-lead remotely this Working Group for the (IB-ECIS-AIELOC) International School Anti Discrimination Task Force. She is a showcase presenter in the I-DEA Foundation Workshop for the Council of International Schools; and an Advanced HE DEI Associate. Fandy continues to work as a Workshop Leader and School Visitor for the IB Educators Network, and is a Diploma Programme Teacher.
Expertise: Leadership, Strategic Planning and Development, Diversity, Equity, Inclusion & Justice, Inclusive Learning, School Culture and Change
Dr. Funke is a psychologist, educator, and author who has worked on developing inclusive
practices that promote and grow a culture of inclusion in schools for students with special
educational needs, mental health, and wellbeing. Through her specially devised training
programmes, she has created structures that aid instructors in identifying possible problems
early on so that all students can achieve academic success. She has been planning and
supervising the implementation of educational programmes focused on special education, mental
health, and wellbeing since 2013.
Prior to this, she worked as a clinical psychologist and consultant in the United Kingdom.
"Me, Myself, and I" is just one of Dr. Funke's numerous writings. They have been integrated
into a personal wellness programme for international school students. She is also the author of
"Love Your Authentic Self" and "Improving Your Thinking," a ten-step approach that uses
psychological principles to help young people deal with change and uncertainty.
As an expert, Dr. Funke has been on various television networks, including CNN and the BBC. She
is a popular speaker at international conferences, where she promotes approaches to mental
health and wellbeing that involve a whole-school approach. Her frameworks have assisted schools
in developing strategies to improve their students' mental health and wellbeing.
Dr. Funke is the creator of BEAT 101, a self-help course that helps people balance emotions and
anxious thoughts. The course focuses on understanding anxiety, its causes, and effective coping
mechanisms. This course has helped school-aged students develop more effective coping mechanisms
for anxiety.
Dr. Funke is also the International Centre for Missing and Exploited Children's ((ICMEC)
Regional Trainer for Africa She has supported the creation of policies and training programmes
to assist schools in adopting a comprehensive approach to child protection.
Dr. Funke was recently awarded the highest grade by the International Society for Technology in
Education for achieving a score of 100 percent, earning her a distinction. The ISTE
Certification for Educators is the only internationally recognised credential for educators who
have demonstrated expertise in developing digital competencies focused on pedagogy. Dr. Funke
now combines psychology, education, and technology in her practice to promote mental health and
wellbeing.
Expertise: Well Being & Socio Emotional Learning, Mental Health
Homa Tavangar is a trusted voice at the intersection of equity and innovation, with 30+ years’ experience helping organizations and individuals build cultural, racial and global competence across diverse cultural terrains. Homa’s work has spanned co-creating the first country strategies through a gender lens for the World Bank in the late 1980s, to guiding schools and leaders through inclusive,anti-racist strategic growth during the pandemic, and co- authoring six books for educators, including her most recent, 9 BIG Questions Schools Must Answer to Avoid Going "Back to Normal"(*Because "Normal" Wasn't That Great to Begin With), with Will Richardson, her Big Questions Institute co-founder. Homa also is the author of best-selling Growing Up Global: Raising Children to Be At Home in the World (Random House) and Global Kids (Barefoot Books). She coaches leaders on accountability for equity, leading through crisis, and launching inclusive and transformational practices with cultural competence and equity at the heart. Homa advises and trains K-12 schools around the world, and organizations like the University of Pennsylvania’s Coalition for Educational Equity, Disney Channel, and the Pulitzer Center. Through the Oneness Lab, Homa helps schools and companies go “deeper than diversity,” teaching a process that calls people in,not out,to unleash human potential. A Phi Beta Kappa graduate of UCLA and Princeton University, Homa was born in Iran, has lived on four continents, speaks four languages, and has heritage in four world religions. She currently resides in Villanova, Pennsylvania with her husband, and is the mother of three daughters, ages 28, 26, 17.
Ika Azwa Muzamal is the Director of Talent and Culture at The International School of Kuala Lumpur. After graduating from ISKL in 2007, she read Law in the United Kingdom and then began her career with the Securities Commission of Malaysia. There, she led national policy-development initiatives in the bond market, equity trading and fund management spaces. After a decade-long tenure with the Securities Commission, Ika had acted as Legal Counsel for a public listed, infrastructure and construction company, before taking up her role at ISKL. Ika is passionate about leading change, bridging cultures, and helping others reach their full potential. At ISKL, she is responsible for learning and development of all operational teams and instructional assistants. This includes the designing and facilitation of job embedded learning programs, as well as the development and implementation of values-based frameworks in support of the organisation’s vision, mission, and strategic direction. Ika is currently a member of the ISKL DEIJ Leadership Committee and is chairing the Policy and Structures DEIJ Subcommittee at ISKL.
Expertise: Diversity, Equity, Inclusion & Justice, School Operations, Human Resource Development & Recruitment, Inclusive Learning, School Culture and Change, Strategic and inclusive professional development for Operational Teams and Instructional Assistants
Janay Washington is a radical scholar of educational leadership and theory. Her interests
include looking at educational and political history to find foundational patterns in school
systems that are characterized by ‘isms’ and ‘phobias’.
Janay is currently a doctoral candidate and uses quantitative and qualitative data to find
discriminatory patterns in hiring, curriculum, and institutional histories of schools. Janay
started her education career as a teacher in Title I schools in Virginia. She has also worked in
Cote d’ Ivoire, Nigeria, and currently Burkina Faso.
Her goals are to dismantle systems of oppression for students worldwide and create opportunities
for educational leaders to learn how to live and lead in a world that diverse
Expertise: Leadership, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment, School Improvement through Accreditation, School Culture and Change
Jessica Huang is an educator & school leader with 20+ years of experience as a classroom teacher, school administrator and leadership coach/facilitator. She has a wide range of knowledge for how to build equitable school communities through her on-the-ground work in schools and her support and coaching of educator leaders and teams. Jessica believes in building healing-centered, student-focused spaces where students of all backgrounds can thrive. Jessica has a Bachelor’s of Foreign Service from Georgetown University and a Master’s of Education from Stanford University. Her experience in both the public school system in the US and in international schools equips her to lead in a wide-variety of cultural-contexts. Jessica was formally the Vice Principal of Wellness and Wellbeing at United World College of South East Asia in Singapore and is currently located in San Francisco where she serves as the Director of Principal Leadership & Support for the San Francisco Unified School District.
Expertise: Leadership, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Innovation, Futures of Learning, Inclusive Learning, School Culture and Change
Sulwyn (they/them) is from Tohono O’odham land currently known as Phoenix, Arizona. They have dedicated their teaching career to creating equitable spaces in classrooms that explore the intersection of anti-racism, queerness, identity, and multilingualism. They currently reside in Frankfurt, Germany with their husband and dog.
Expertise: Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Inclusive Learning
Katrina’s interest in cultural exchange began during her first stint overseas as an
undergraduate student at Michigan State University visiting both Cameroon and France
respectively. These travels along with her studies in Sociology piqued her interest in
interacting with people from various ethnic and cultural backgrounds. While continuing to
travel, she obtained an additional BA in Education and an MA in Curriculum and Instruction. In
2011, Katrina moved abroad and within a year she began helping other expatriates to acclimate to
their new environments through cultural humility workshops that she created.
Currently, Katrina’s focus is creating inclusion and belonging for staff and students within the
international schools/organisation context. “DEI fails if an organisation hasn’t defined its
culture or understands its current climate.” Working in both the UAE and South Korea as an
international leader, workshop facilitator and consultant, Katrina has been able to help leaders
understand how to view their unique DEI/EDI journeys from a lens that best serves their
demographic. Her multilayered, multidimensional approach along with her training in school
culture, restorative practices, anti-bullying, social emotional learning, and organisational
change has helped to sharpen her skills, adding to her toolkit of knowledge regarding issues of
DEI that international schools encounter.
During her 25 years in education in the US and abroad, she served as Middle School Lead, Lead
Practitioner, and Special Education Senior Leadership Team link, but shifted roles during her
international career to become the English curriculum coordinator and eventually DEI Lead.
Katrina has created various programmes to reinforce that intercultural understanding amongst the
entire school community staff is key to school progress. Her focus on cultural humility is
essential in promoting positive school culture within the various school communities she has
served.
In her spare time, she has written various articles focused on climate and culture and
diversity, equity, and inclusion. She has also guest lectured for Stanford University, Michigan
State University, and Morehouse University focused on various topics. She also writes and
performs poetry and started the first performance based poetry event in the UAE “Poetry
Slammin’ on the Roof” which served as the inspiration for the longest running poetry show in the
UAE, “Rooftop Rhythms”.
Expertise: Leadership, Diversity, Equity, Inclusion & Justice, School Culture and Change
Kelisa Wing has been in education for 16 years. Her journey into the teaching profession began
after she was honorably discharged from the United States Army after six years of service. She
served as a Youth Consultant for the Self-Expression Teen Theater (SETT) under the United Way in
Toledo, Ohio. After moving to Germany with her family, she began substitute teaching, then
transitioned to a Special Education paraprofessional, was a school secretary, and eventually, an
Administrative Officer. She then taught 8th-grade Language Arts and Reading to
military-connected students at Faith Middle School in Fort Benning, Georgia. She then was an
Elementary School Assistant Principal at West Point, New York, has been a Professional
Development Specialist, and is now a Diversity, Equity, and Inclusion Chief in Virginia. She is
the founder & CEO of Promises & Possibilities, LLC.
She is the author of Conversations (2006), Weeds & Seeds: How To Stay Positive in the Midst of
Life’s Storms (2017), Promises and Possibilities: Dismantling the School to Prison Pipeline
(2018), If I Could: Lessons for Navigating an Unjust World (2020), and a contributing author of
Becoming a Globally Competent Teacher (ASCD, 2019). She recently served as author, editor and
content advisor for the Racial Justice in America series (six children’s books about racial
justice), the Racial Justice in America: Histories series (six children’s books about historical
events centered around history and race in America), and the Racial Justice in America:
Excellence and Achievement series (six children’s books celebrating achievements by BIPOC in
America).
As the 2017 Department of Defense Education Activity State Teacher of the Year, she was the
first person of color to achieve that honor in the school system’s 71 year history. She is a
2016 Association of Supervision, Curriculum, and Development (ASCD) Emerging Leader, and the
2017 University of Maryland University College (UMUC) Edward Parnell Outstanding Alumnus of the
Year. She is the only educator on the Education Civil Rights Alliance (ECRA) Steering Committee,
and is a member of the Leading Educator Ambassadors for Equity (LEAE) with the ECRA. As a member
of the National Network of State Teachers of the Year (NNSTOY), she has led efforts for
mentoring teacher leaders through a partnership with 100Kin10. She serves on the Advisory Board
for the Learner Variability Project (LVP) & Digital Promise. She speaks both nationally and
internationally about discipline reform, equity, student engagement, and many other topics.
Kelisa holds a bachelor’s degree in English from UMUC, a Master of Arts in Secondary Education,
and an Educational Specialist degree with a concentration in Curriculum, Instruction, and
Educational Leadership from the University of Phoenix. Kelisa credits her faith in God, and His
grace, favor, and mercy as the key to her success. Kelisa lives in Northern Virginia with her
husband and children.
Expertise: Leadership, Strategic Planning and Development, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Inclusive Learning, School Culture and Change
Kristel Solomon is an International Educational Consultant and recent Director of Student
Support Services at an international school in Saudi Arabia. Prior to moving to the Middle East,
Kristel was the Director of Learning Support at an international school in Hong Kong for 10
years. Her dedication and passion in the field of education have led her to work with a wide
range of schools and organizations that ensure children have access to a high-quality education
so that they may find their individual pathways to excellence. Prior to working with
international schools, she taught and mentored students within the high incidence, and “at-risk”
population in, Philadelphia, Pennsylvania, and Baltimore, Maryland.
Kristel is a graduate of Temple University with degrees in Elementary and Special Education and
a Masters Degree in Educational Psychology. She also holds a graduate certificate in Mind, Brain
and Teaching from Johns Hopkins University.
As a workshop leader and student support services reviewer, her personal commitment to leading
has allowed her to work closely with the Next Frontier Inclusion (NFI) as their Asia-Pacific
Regional Coordinator, The Special Education and Inclusion Association (SENIA) and contribute to
the International Baccalaureate (IB) Guidelines for Inclusive Education.
Expertise: Leadership, Governance, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment, Well Being & Socio Emotional Learning, Admissions, Futures of Learning, Inclusive Learning, School Culture and Change, Student Support, Learning Support, Special Education
Kristina (she/her/hers) is a queer Filipino-Australian social change agent. Her focus is on diversity, equity, inclusion, justice and antiracism (DEIJAR) in international education. She currently teaches Drama and Film at the Berlin Brandenburg International School in Brandenburg, Germany. She is passionate about actively pursuing equity and justice through student voice and student agency, in addition to amplifying the experiences of the global majority and marginalised staff and students using the Arts as a medium for change. Kristina is the facilitator of the student Social Justice Committee and the Gender and Sexuality Alliance at her school, providing support and opportunities for students to lead. Kristina is an Association of International Educators and Leaders of Color (AIELOC) Fellow, and is devoted to amplifying the work of international educators and leaders of color. In her capacity as an AIELOC Fellow, she provides guidance and support to educators and leaders who are AIELOC school and community members, in addition to creating space for BIPOC to lead and share. In her spare time, Kristina is the co-founder of The Coming Out Monologues podcast, a project that stems from The Coming Out Monologues school community event she directed and produced in 2019. With 12 years of teaching experience in both public (UK) and international (Germany) schools, and a Bachelor of Education from the Queensland University of Technology in Australia, Kristina is currently studying a Master of Educational Leadership as she pursues school leadership to shift the narrative of dominant culture and cultivate an environment that celebrates resilience and healing.
Expertise: Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Futures of Learning, Inclusive Learning, School Culture and Change
Kwame Sarfo-Mensah is a 15-year veteran educator and the founder & CEO of Identity Talk
Consulting, LLC., an independent educational consulting firm that provides professional
development and consulting services to K-12 school districts, educators, colleges & universities
and educational non-profit organizations. He is also the author of two books: "Shaping the
Teacher Identity: 8 Lessons That Will Help Define the Teacher in You" and "From Inaction to
'In Action': Creating a New Normal for Urban Educators".
A proud graduate of Temple University, Kwame holds a Bachelor's Degree in Mathematics and a
Master's Degree in Elementary Education. He was honored as the 2019 National Member of the Year
by Black Educators Rock, Inc. for his unwavering commitment to the advancement of the teacher
profession. Kwame's work has also been featured in Edutopia, Education Post, Citizen Ed,
Teaching Channel, WGBH News, The Educators' Room, LLC., and Medium.
Expertise: Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Inclusive Learning
Lachanda Garrison is a teacher leader at Bahrain Elementary School in Manama, Bahrain, where
she teaches a diverse group of international and U.S. military-connected students. Her 15 years
as an educator also include teaching 1st and 3rd grade, multi-age grades, and as an
instructional coach in both elementary mathematics and literacy.
Lachanda is a 2021 State Teacher of the Year. She is also the recipient of the Presidential
Award for Excellence in Mathematics and Science Teaching (PAEMST) and STARR Commonwealth’s Stand
Tall Award. She uses her platform to advocate for students, teachers, and the education
profession. Her passion is making learning relatable for students by humanizing both students
and their learning experiences.
Lachanda believes weaving her students’ stories and identities into lessons is the best
instructional tool, ensuring all students receive an equitable education. She meets students’
needs by being trauma-informed, resilience-focused, and culturally responsive so students can
learn and thrive inside and outside the classroom. Because of these beliefs, Lachanda’s students
advocate for their learning, celebrate one another’s differences and cultures, and empathize
with those around them.
Expertise: Diversity, Equity, Inclusion & Justice, School Improvement through Accreditation, Well Being & Socio Emotional Learning, Inclusive Learning
Educator since 2003, Liz Cho is passionate about empowering teachers and students. Liz has taken on various leadership roles in education, the most recent years as a senior administrator overseeing PK-12 Teaching & Learning related fields such as curriculum and professional development. Liz’s 13 years as a U.S. public and international high school teacher before moving into administration full time in 2016 has taught her the value of a competent, empathic leader who models lifelong learning. Certified in Educational Technology and an Apple Distinguished Educator, Liz is an avid believer in using innovative techniques to inspire educators through servant leadership. As a bilingual, 1.5 generation Korean-American, she is deeply passionate about culturally responsive pedagogies and is committed to the work of DEIJ-B in schools.
Expertise: Leadership, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Technology, Innovation, Fun & Creativity in Leadership
Dr. Talusan has been invited to more than 375 organizations across the country and
internationally to deliver keynote addresses and facilitate dialogue groups, training workshops,
strategic planning, change management, and build organizational capacity.
Certified as a Professional Coach by the Institute for Professional Education in Coaching
(iPEC), Liza’s philosophy is rooted in values, strengths, community engagement, and vision.
Talusan earned her Bachelor of Arts degree in Psychology and Child Development from Connecticut
College; Master of Arts in Higher Education Administration from New York University; Ph.D. in
Higher Education from University of Massachusetts Boston; Certificate in Human Resources,
Stonehill College; and PCC Coaching Credentials. She holds multiple certifications in assessment
surveys for organizational change and leadership development.
As a scholar and researcher, Liza's cumulative research interests include the experiences of
underrepresented populations; Asian American and Pacific Islander students; socialization to
graduate programs; navigating academic parenthood; interracial relationships; recognizing and
reducing unconscious bias; and the impact of federal financial aid policies. She has integrated
scholarship and research by conducting equity audits and organizational focus groups. Her latest
book The Identity-Conscious Educator: Building the habits and skills for more inclusive schools
was published by Solution Tree press in 2022 and has been adopted by numerous schools,
universities, non-profits, and community-based organizations.
In addition to her work at the national level with corporations, non-profit organizations, and
schools, Liza serves as a faculty member in the Department of Educational Leadership at the
University of Massachusetts Boston where she teaches both Master’s and Doctoral students. Liza
serves on the board of the Old Colony YMCA (Massachusetts) and on the cancer-focused
organization, FORCE.
Expertise: Leadership, Governance, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment, Well Being & Socio Emotional Learning, Inclusive Learning, School Culture and Change
Margaret Park is a diversity, equity, and inclusion consultant who works with organizations to make positive changes for all community members. She is the former Elementary School Assistant Principal at Seoul Foreign School and is currently on the Advisory Council for the Association of International Educators and Leaders of Color. Margaret is committed to fostering leadership development with experience in facilitating professional development, training leadership teams, counseling, mentoring, coaching, and curating innovative learning spaces. Margaret is a Fulbright Scholar and received an Education Masters and Certificate of Advanced Studies from Harvard Graduate School of Education. She also holds an Education Masters in Childhood General and Special Education from Hunter College. Margaret is a NETKAL fellow and a member of the Council of Korean Americans. Margaret is particularly interested in thinking about leadership through an equity and justice lens.
Expertise: Leadership, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Innovation, School Culture and Change
MaryAnn DeRosa, Ed.D is a passionate progressive educator with over 20 years of experience
working in the classroom as a lead classroom teacher, special educator, and instructional and
SEL/Equity coach. As a teacher leader and teacher trainer, she has led professional development
on topics including Social Emotional Learning, Equity and Inclusion, Culturally Responsive
Pedagogy, UDL, and Cultivating Creativity. MaryAnn earned her doctorate from Northeastern
University in Boston, with coursework focused on social justice and equity in education. Always
from a change agent lens, her research centers on fostering creativity and designing inclusive,
justice-centered engaging learning environments.
MaryAnn has spent her career teaching in Washington DC charter and public schools as well as in
international schools in China, Guatemala, Costa Rica, and most recently in Milan, Italy.
MaryAnn is a member of AIELOC (Association of International Educators and Leaders of Color) and
an inaugural member of the ASCD Champions in Education cohort 22-23. Currently, MaryAnn is a
Professor and Curriculum Designer at Relay Graduate School of Education.
Expertise: Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Innovation, Inclusive Learning, School Culture and Change
Marla Hunter is the founder and president of Live.Love.Teach!, LLC, a global education consulting firm. She has worked with many global organizations, and presented to numerous leaders, to help create more inclusive organizations. Marla is an expert in providing training in: DEI (Diversity Equity & Inclusion) with a focus on unconscious bias, cultural competence, inclusive leadership, women's advancement, authentic leadership, and allyship/co-conspiratorship/ abolitionism; EdTech; Teacher Self-care; and Math Talks. She is also an avid curriculum developer and instructional designer. After a successful career of teaching in both public and private education in Nashville (TN), Memphis (TN), and Orlando (FL), this 1st generation American with Jamaican parentage; Marla Hunter became and international educator and has taught in the following places: China (Shenzhen), Nigeria (Abuja), and the UAE (Al Ain, Abu Dhabi). Marla is currently in San Jose, CA working with several organization in CA on DEJ and also sits on the board of the San Jose Woman's Club as the Director of Membership and Inclusivity. Marla celebrates diversity, fosters equity, and supports inclusion. She is aware that diverse backgrounds and voices of our community represented in the collective make us stronger and better equipped to make positive impacts globally. This is also why practices DEI as a 25+ years swim coach, ensuring that the BIPOC community receives fair and adequate swim lessons. It is Marla's goal to challenge whiteness, and even white supremacy, in all its subtle and overt forms and to also counter xenophobia and long-standing cultural biases that place certain countries or cultures above others. It is her belief that far too few people are having courageous conversations and acting on these important issues. Waiting is a privilege that BIPOC do not have. She is hopeful that the tide is turning, and urge that our eyes be fixed on diversity, equity, and inclusion for ALL.
Nayoung (김나영) Weaver is a Math teacher and an anti-racist facilitator in Singapore. With 15
years of experience in secondary to tertiary education, her “why” is to impact shifts in the
world so that her daughter experiences fewer micro aggressions than she has. She believes in
“one relationship at a time,” where restorative community building and healing of oneself are at
the center of systemic shifts.
Nayoung leans into her background in Anthropology and Law to center human rights based on each
individual’s identity. She is a student in an Education for Social Justice Ph.D. program. She
has an M.Ed. in Middle/Secondary Mathematics, an M.A. in Socio-cultural Anthropology, and a B.A.
in Anthropology and Legal Studies. Nayoung is certified as an Advanced Facilitator from the
Equity Literacy Institute and in Inclusive and Ethical Leadership and Diversity, Equity, and
Inclusion in the Workplace from the University of South Florida. Her other certifications
include teaching the International Baccalaureate (IB) Diploma Programme (DP) and Middle Year
Programme (MYP), and Advanced Placement (AP) Calculus AB and BC.
Expertise: Diversity, Equity, Inclusion & Justice
Nunana Nyomi is the University Advisor and DEIJ Coordinator at Leysin American School,
Switzerland. Nunana is passionate about developing communities where everyone can thrive as
their full selves and helping students find career pathways which allow them to fulfill their
potential. Nunana currently serves as University Advisor and DEIJ Coordinator at Leysin American
School (LAS) in Switzerland.
Prior to joining LAS, Nunana was based in the Netherlands as Associate Director of Higher
Education Services for the Council of International Schools (CIS) and provided programs to
support student transitions from school to university education. Additionally, Nunana served on
the CIS Global Citizenship Team and on a special CIS Board Committee on Inclusion through
Diversity, Equity, and Anti-Racism (I-DEA). He also previously led international student
admissions for Calvin University in the U.S. Nunana is a Third-Culture Kid who grew up in the
U.S., Ghana, Kenya, Switzerland, and the U.K. He has a BA in International Relations and French
(Calvin University) and a MA in Higher, Adult, and Lifelong Education (Michigan State
University).
Nunana has facilitated recent workshops on the following topics:
- Inspiring and Sustaining DEIJ Breakthroughs
- Diversity, Equity, Inclusion, and Justice (DEIJ) and our institutions
- Inclusive leadership in the International School Context
- From Words to Action: Embedding Diversity, Equity, and Inclusion Approaches to International Education
Expertise: Diversity, Equity, Inclusion & Justice, University Advising and Student Transitions to Postsecondary Careers
Omar Rachid Zaim is an experienced educator, coach, and leader and is currently a Middle School French Teacher at Lakeside School in Seattle, Washington. Throughout his educational career, he has served in various capacities and always sought to integrate intercultural communication in language programs, center voices from People of the Global Majority in the educational experience, and facilitated learning for educators across linguistic borders. His experience includes co-organizing conferences for Spanish and French language teachers in Singapore, Workshop Presenter for ACTFL for in-person, virtual and hybrid formats, a Qualified Administrator for the Intercultural Development Continuum, and experience as a Treasurer of the Association of French Teachers in Singapore, and currently serving on the Seattle PRIDE Board. Now in his third school, he served on the DEI planning team in two schools and has experience with leading the NAIS Assessment on Inclusivity and Multiculturalism. His focus is on centering Queer & BIPOC experiences in the World Language Classroom through a decolonial lens. Raised in Venezuela, he grew up in a multicultural Moroccan and Syrian household, studied in the US and France and has taught internationally for the past twelve years. He holds a BA in French and Economics from Rollins College, MBA from Millsaps College, and MA in French from Middlebury College.
Expertise: Leadership, Governance, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, School Improvement through Accreditation
Rebekah Macden is a highly-rated international education consultant, speaker, thought leader,
and author with over 18 years of experience in the field. She is also the
co-creator of Maracujá, a character-driven SEL program that continues to have a
life-changing impact on thousands of students globally.
As a former classroom teacher and now as an international education consultant,
Rebekah’s passion is to create life changing experiences that realign educators
with their purpose, and expands them to their potential. Growing up as a first-generation
immigrant, as well as living and traveling around the world as an educator, has played a
monumental part in the shaping of Rebekah’s multifaceted perspectives and ability to connect
with others in the work of identity, belonging, and emotional wholeness.
Rebekah is a fierce advocate for joy, purpose, and identity. Her mission is to
transform the world of education by empowering others to find their unique voice
and walk in true freedom.
Expertise: Leadership, Teaching & Learning, Curriculum, Assessment & Instruction, Well Being & Socio Emotional Learning, Futures of Learning, School Culture and Change, Character driven learning (passion learning with a focus on character development)
Reem believes that the most meaningful change comes from within, by choice, & with a little push
from her as your Executive Coach! To accomplish this, she is dedicated to disrupting the system
and challenging boundaries to support her clients in their personal and professional journeys.
She partners with mission-driven humans and organizations to provide executive, leadership, and
group coaching. Reem is able to leverage her lived experience having sat in the seats of most
stakeholders she meets, to provide grounded guidance and feedback.
In addition to being a Professionally Certified Coach (PCC), she offers 20+ years K-12
leadership experience
encompassing roles including Head of Schools/Superintendent, School Principal, Deputy Director
of Professional Development, Leadership Coach, & Project Manager and 10+ years as an
entrepreneur. While her combined experiences allows her to speak both as a coach and
practitioner, every interaction begins with meeting clients where they are so that she can
individualize and customize how they work together to best meet their needs. Reem is a committed
lifelong learner, enabling her to be curious and interested in learning with and for her clients
to best support their specific circumstances and learning styles. She is light-hearted, while
consistently delivering results.
She deeply value transparency, authenticity, & compassion,
which show up in her open and honest leadership & communication styles. Reem brings her whole
self when building relationships and shows genuine concern and positive intentions for others.
She is passionate about equity and advocacy, which are embedded within her work, as the
foundation for positive change. If you are a mission-driven leader, entrepreneur, or
organization ready to pivot, transform, or get unstuck, connect with Reem!
Expertise: Leadership, Well Being & Socio Emotional Learning
Renée has worked at several boarding and international schools where she was transformative in beginning the school's anti-racist and social justice initiatives in the area of admissions, financial aid, and hiring. Social justice and inclusivity have always been central to Renée's work. Having served in a variety of positions in independent and international schools, Renee has worked to amplify perspectives from the margins. She has facilitated workshops in the U.S., U.K., and now in Singapore, and has presented at a number of conferences including the NAIS's People of Color Conference and Courageous Conversation. Renée received an Honors B.A. in Africana Studies and Political Studies at Brown University. During that time, she spent a semester in Holland, where she studied Human Rights Law and Art History. She later earned her M.A. in Policy, Organization and Leadership Studies at the Stanford University School of Education. Currently, she is the High School Dean of Student Life at Singapore American School.
Expertise: Leadership, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Technology, Innovation, Inclusive Learning, School Culture and Change, Language Equity & Translanguaging
indigenius teaching and learning (ital) supports learning communities throughout their journey towards a more equitable and culturally proficient practice. We are driven by our sincere conviction that education is the single most transformative process for a sustainable world. Our team members have been on their journey of cultural proficiency since the earliest years of schooling and have reaffirmed their commitment to this work as educators. Growing up as so-called third culture kids they learned, first hand, the complexities of navigating culturally diverse environments. As educators, this invaluable insight has empowered them to be sensitive to the needs of students in international school contexts and multicultural settings. Teaching for over 30 years collectively, our team uses their lived experience and professional expertise to help schools promote education as the vehicle for social justice.
Somewhere in London…
Friend (sort of): What do you do?
Me: I’m a teacher.
Friend: You don’t look like a teacher.
Me: What do you mean? What do you think I look like?
Friend: I thought you were a drug dealer…
Me: OK...what is it about me that makes you think I’m a drug dealer and not a teacher?
This is the point where my friend (sort of) begins to realise the problem with their bias and I
am beginning to help them to identify it as racism. Systemic inequity feels normal, it has been
around in various forms for centuries. Years of divisive, anti-other messaging, unequal access
to opportunity and biased laws and policies have contributed to my friends’ racist beliefs.
Moments like those above are teachable moments, as rude and unpleasant as they may be. However,
tackling systemic inequity is where the real work takes place. Organisations have to adapt and
confront the biased histories that they have been built upon. Organisational assessments, policy
reviews, training and simply talking can all help to bring about positive change. That's where I
come in.
Sherri Spelic teaches elementary physical education at an international school in Vienna, Austria. As a facilitator of adult learners she is committed to reflective participant engagement specifically adapted to audience needs. She has written extensively on topics related to education, identity and power and among other things publishes a monthly social justice newsletter for educators: Bending The Arc. Check out her book of essays, Care At The Core.
Expertise: Leadership, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, School Culture and Change, Purposeful resource curation
Stefan Fisher is an experienced educator who has spent the last 25 years coaching and teaching in public, private, and international schools. He has dedicated his career to empowering, inspiring, and motivating students and staff from diverse backgrounds. Stefan has a BA in History and a master’s degree in elementary education from Howard University. In addition, he earned a Master’s in Educational Leadership from George Mason University. Through his experience as a teacher in Alexandria City Public Schools, he recognized the inequities of science curriculum for the underserved communities and committed himself to bring science opportunities for all. This experience led him to explore other inequities in education. Fast forward to 2011 when Stefan, his wife, and two toddlers discovered the world of international teaching and moved to Shanghai, China. From Shanghai, China Stefan and his family relocated to Lima, Peru and most recently Taipei, Taiwan. It was through all of these experiences that Stefan learned about the inequities of hiring practices throughout the international school communities. As a black male educator, who attended a historically black college, Stefan is committed to bringing awareness about international teaching to BIPOC communities.
Expertise: Leadership, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, School Culture and Change
Tamkara Adun is an Author, Researcher, Breathwork Facilitator and Founder of Odunife African Language and History school. This is an online learning platform aimed at promoting African indigenous languages and teaching African history from a decolonized lens. Tamkara has over 20 years of Corporate HR experience spanning various industries in the EMEA region. Her book "Osasu and the Great wall of Benin" can be found in all online bookstores.
Expertise: Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment, Well Being & Socio Emotional Learning, Marketing and Advancement, Inclusive Learning, School Culture and Change, Parent support and Advocacy for BIPOC Learners
An Indian-Canadian TCK, Tanay is currently the Secondary School Deputy Principal for Teaching
and Learning at UNIS Hanoi. Tanay attended international schools in Southeast Asia for all of
his schooling. Professionally, Tanay has served in a variety of teaching and administrative
roles at independent schools across Toronto, including Vice-Principal, Director of Curriculum,
and the Director of the Forum for Change, an experiential learning hub anchored by a commitment
to social justice and equity work. Tanay holds an Honours Bachelor of Arts in History and
International Development Studies/Economics from Trent University; a Master's of Arts in History
from McGill University and earned his Bachelor of Education from the Ontario Institute for
Studies in Education (University of Toronto). Tanay will be starting his Doctorate in Education
in fall 2022 through Western University (Ontario) where his intended work will look at
recruitment, retention and succession planning through an equity focussed framework in
International Schools.
He is committed to ensuring that our international schools bring issues of DEIJ to the forefront
and engage in action plans to bring this work to life.
Expertise: Leadership, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Human Resource Development & Recruitment
Teneshia A. Taylor is a doctoral candidate at the University of Northern Colorado (Expected May 2023). Her dissertation focuses on the relationships between American international schools and the United States, implicit or explicit. Her specialties include education reform in the areas of curriculum reorientation, staff development, and BIPOC student experiences, curating her work to cultural nuances. Her work is grounded in Critical Social and Education Theory, pedagogy, and praxis. As a member of the American diplomatic community, she has presented DEIJ workshops at embassies worldwide. As an educator, she has worked in American international schools in the Americas, Southeast Asia, and West Africa and has over 20 years of teaching experience, including holding positions of leadership and principalship. She is a published author, mother, wife, and social justice warrior. She continually keeps the vision of what the world can be at the forefront of her work.
Expertise: Leadership, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, School Improvement through Accreditation, Innovation, School Culture and Change
Tricia is an educator with 20 years of experience as both an instructional coach and a classroom teacher. As founder of Allyed.org she's worked with hundreds of educators around the world on integrating lgbtqia+ inclusion into curriculum design. Through Shifting Schools Tricia has supported thousands of educators with media literacy, the reimagining of assessment, digital and media literacies: looking at those themes while centering identitfy affirming practice and community building. As a Queer educator, Tricia also works with facilitators of SOGI/GSA student initiatives. At the core of her practice is an unwavering belief in the potential educators have as change-makers, and in their capacity to foster the movements we need.
Expertise: Leadership, Strategic Planning and Development, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Well Being & Socio Emotional Learning, Marketing and Advancement, Technology, Innovation, Futures of Learning, Inclusive Learning, School Culture and Change
Dr. Chu is an innovative educator and adaptive leader with demonstrated excellence in high-leverage justice-oriented approaches in designing, implementing, and improving systems. She is a thought leader and an experienced bilingual facilitator of adult learning. Besides DEIJ, Dr. Chu’s expertise includes dual language bilingual program implementation, second language, and literacy acquisition, linguistically and culturally responsive teaching, coaching, and leadership. She is one of the strongest educational professionals who lead continuous learning and galvanize transformation through the lens of racial, linguistic, and cultural equity. Dr. Chu obtained her B.A. from Beijing International Studies University and her M.A. from Columbia University. She earned her doctorate from the University of Southern California, where she studied educational and organizational leadership, focusing on equity and social justice. As a critical conscious research practitioner, she strives to blend theory with practice, use data to inform solutions, interrogate the systems of power, and enact culturally responsive, antiracist, and LGBTQ+ inclusive change in any organizational context through research, capacity building and system improvement.
Expertise: Leadership, Teaching & Learning, Curriculum, Assessment & Instruction, Diversity, Equity, Inclusion & Justice, Innovation, Inclusive Learning, School Culture and Change, Dual Language Bilingual Program Implementation