Six interconnected areas of practice covering every stage of an international school's development — from founding through sustained excellence. All grounded in 26 years of real experience inside international K–12 schools across Asia.
Founding boards, investors, education entrepreneurs, and leadership teams building new international K–12 schools in Asia or other regions.
Honest assessment of whether a proposed school model is viable — market positioning, enrollment projections, facility requirements, staffing models, and financial sustainability analysis from an educator's perspective, not just a business consultant's.
Building the administrative and governance structure from scratch — roles, reporting lines, board relationships, division leadership, and the decision-making frameworks that prevent organizational chaos in year one and two.
Designing the school's curriculum philosophy and framework before a single teacher is hired — scope and sequence, standards alignment, assessment philosophy, and the coherent instructional vision that should underpin every hiring and programming decision.
Mapping the accreditation strategy from founding — what standards to align to from the beginning, what documentation to maintain, and how to build a school that will earn WASC or other accreditation through genuine quality rather than retroactive compliance theater.
Developing hiring criteria, interview frameworks, compensation structures, and onboarding systems for international teacher recruitment — including the specifics of visa, housing, and relocation logistics that derail new schools when handled poorly.
Phased consulting engagement from pre-founding through first full year of operation. Includes on-site planning sessions, written framework deliverables, leadership coaching, and remote advisory support. Scoped to founding timeline.
International school administrators, academic leadership teams, and self-study coordinators preparing for initial WASC accreditation or renewal visits.
Structured guidance through the entire WASC self-study process — organizing evidence, aligning documentation to criteria, facilitating faculty-wide input, and building a self-study report that accurately and compellingly represents your school's actual practice.
Realistic, detailed preparation for the visiting committee experience — what to expect each day, how to present your school's work credibly, how to facilitate focus group conversations, and how to respond to committee findings constructively rather than defensively.
Translating visiting committee recommendations into a realistic, measurable multi-year action plan — one that satisfies WASC's follow-up requirements and actually moves the school forward rather than generating paperwork for its own sake.
For schools in their founding or early operational phase, building an accreditation strategy from the beginning — so that first accreditation is an affirmation of genuine quality rather than a scramble to document what should have been documented years earlier.
On-site workshops, remote consulting sessions, written document review, and full-day leadership intensives. Engagements scoped to your accreditation timeline and cycle — from 6-month pre-visit intensives to multi-year advisory relationships.
Curriculum coordinators, division heads, and faculty teams redesigning curriculum and assessment systems for K–12 international schools.
Building a school-wide or division-wide skills-based assessment framework — defining skill strands, proficiency descriptors, and reporting structures that are coherent, defensible, and actually usable by classroom teachers without constant administrative interpretation.
Mapping existing curriculum units to skills frameworks and standards, identifying coverage gaps and unnecessary redundancy, and supporting teachers in redesigning units and assessments that are genuinely aligned to stated learning goals.
Evidence-based professional development connecting the most robust findings in cognitive science — retrieval practice, spaced repetition, interleaving, metacognition, desirable difficulties — directly to classroom instructional practice. Every session moves from research to implementation, with specific strategies teachers can use the following week.
Structured professional development for teaching teams on writing skills-aligned learning targets, designing assessments that measure genuine competency, and grading practices that communicate meaningful information to students and families rather than averaging compliance with averaging performance.
Half-day or full-day faculty workshops, multi-session series across a semester, leadership design sessions, and written framework documentation. Available on-site or remotely. Suitable for curriculum teams of 5 to full faculty of 100+.
International school principals, academic directors, and faculty at any K–12 level seeking evidence-based, practically focused professional development.
Engaging, practical in-service sessions on high-impact instructional strategies — lesson design, questioning techniques, feedback practices, differentiated instruction, and classroom environment. Built for international school educators specifically, not repackaged corporate training adapted for schools.
Direct coaching for faculty on the craft of teaching — observation and feedback cycles, lesson study, peer coaching protocols, and the specific high-leverage instructional moves that have the strongest evidence base across K–12 contexts.
Sustained professional development across a semester or school year — designed to build genuine expertise rather than check an annual PD box. Includes follow-up, accountability, and integration with existing school improvement priorities.
Structured onboarding professional development for teachers new to international school contexts — the cultural, pedagogical, and organizational dimensions of teaching effectively in an international school setting in Asia.
Single in-service day presentations, multi-session faculty learning series, week-long summer institutes, and ongoing instructional coaching partnerships. On-site across Asia or remote globally.
International school leadership teams, regional school associations, and professional learning communities across Asia and other regions seeking to host or improve educator conferences.
Full-service design of conference programming — theme development, strand architecture, session sequencing, keynote selection, and the overall learning journey a conference should take participants through. Conferences designed around genuine learning objectives rather than prestige or logistics convenience.
Support for international schools hosting regional or local conferences on their own campuses — from facility planning and schedule design to participant communication, session facilitation, and post-conference evaluation. Schools that host well-run conferences build regional reputation and faculty culture simultaneously.
Conference presentations on instructional leadership, curriculum design, WASC accreditation, skills-based assessment, the Science of Learning, school startup, and international education leadership. Built for international school educator audiences, not adapted from other sectors.
Advisory support for school associations and regional networks designing multi-school conferences across Asia — programming, speaker selection, facilitation frameworks, and the logistical infrastructure that separates a productive professional conference from a well-catered scheduling exercise.
Single keynote appearances, multi-session conference presentations, full conference design engagements, and on-site hosting support. Scoped to event size, timeline, and school or association budget.
Principals, heads of school, deputy heads, curriculum coordinators, and leadership teams at international K–12 schools in Asia and other regions.
One-on-one coaching for principals and heads of school — decision-making frameworks, leadership presence, faculty management, board relationships, and the specific pressures of leading an international school community in a foreign country. Coaching grounded in real administrative experience, not generic leadership theory.
Structured development for school leadership teams — building alignment on instructional vision, clarifying roles and decision authority, improving meeting and communication culture, and developing the collective capacity to lead a school through change without fracturing the faculty.
Facilitating school-wide strategic planning processes — mission and vision alignment, multi-year goal setting, priority sequencing, and the development of action plans that are specific enough to actually drive decisions rather than sit in a binder.
Designing or redesigning teacher evaluation systems that are credible, legally defensible, and actually connected to instructional improvement — not observation checklists that protect administrators while doing nothing for teaching quality.
Advisory support for schools navigating leadership transitions, enrollment crises, community conflicts, or accreditation jeopardy — the situations where experienced outside counsel is most valuable and most often sought too late.
Monthly one-on-one coaching sessions, leadership team intensives, strategic planning facilitation days, and crisis advisory retainers. Remote and on-site. Engagements from single sessions to year-long advisory relationships.
Every engagement starts with a direct conversation about where your school is and where you want it to go.
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