Lizhong Yu

Chancellor of NYU Shanghai

Dr. Lizhong Yu is the Chancellor of NYU Shanghai. Before then, he was the president of East China Normal University from 2006 to 2012, and the president of Shanghai Normal University from 2003 to 2005, serving in higher education administration for more than 20 years. He got his B.Sc. degree at East China Normal University in 1982, and Ph.D. degree at University of Liverpool, UK in 1989. His research interests include Environmental Magnetism, Environmental Changing and Sustainable Development. He won 7 awards from Ministry of Education in China or Shanghai Municipal Government and published over 180 refereed papers in main international or national journals. He has been actively involved in international cooperation of both research and higher education. He was the UNESCO Chair Holder for Teacher Education, received the Honorary Degree of Doctor at Montclair State University (USA), ENS Lettres et sciences humaines (France), University of Loughborough (UK) and University of Liverpool (UK),respectively. He was awarded Legion of Honor, Chivalric order by French Government in 2013. Dr. Yu is the co-chair of Asia Society Center for Global Education Advisory Council, Commission member of Internationalization and Global Engagement, American Council on Education (ACE).


Carol Koran, B.Ed; M.Ed

Director of Learning at Nishimachi International School in Tokyo

Carol Koran is the Director of Learning at Nishimachi International School in Tokyo. Carol’s experiences in education include being a Professional Development Instructor for the Alberta Teachers’ Association in Canada, teaching and mentoring interns and student teachers in the Education faculty at the University of Lethbridge, and 35 years in teaching and administration at the middle school and high school level.

During her time as Principal of Catholic Central High School in Lethbridge, Canada, Carol implemented a number of initiatives, including the creation of a Wellness Coordinator position, the establishment of a second high school campus focused on Science and Inquiry, and leading change as a pilot school for the Alberta High School Re-Design Project. Carol believes that fostering a culture of collective efficacy amongst staff can significantly impact student learning - a belief that she supports through intensive, targeted professional development focused on research-based instructional strategies. She has written and facilitated workshops for teachers and parents throughout Western Canada on Assessment, Student Engagement, Brain-based Learning, Communication and Conflict Resolution, and Visual Literacy. The value of understanding and applying what we know about the brain to classroom practice is one of her favourite topics, and working directly with schools and teachers is her favourite way to share expertise and to be part of the collaborative journey of fostering excellence in student learning.

Accordion Keynote - The Brain and Learning: What Teachers and Students Need to Know

If learning is truly a collaborative endeavor, then it only makes sense that teachers and students should have a mutual understanding of how the brain learns and processes information. The challenge for teachers is to determine not only which current neuroscience research is valid for their context, but how to translate this knowledge into strategies and approaches that will have the greatest impact on student learning. In this presentation Carol will explore the basics of brain-based learning, the role of nutrition and sleep, stress and its effect on learning and the unique qualities of children’s brains as they grow from primary to middle and high school.




Jennifer Abrams

International Educational and Communications Consultant

Formerly a high school English teacher and a new teacher coach, Jennifer Abrams is currently a communications consultant 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 and Hard Conversations Unpacked - the Whos, Whens and What Ifs. Her upcoming book out in March of 2019 is Swimming in the Deep End: Four Foundational Skills for Leading Successful School Initiatives.

Internationally, Jennifer has been invited to present at the EARCOS, NESA, ECIS, AISA and Tri-Association conferences, and at schools across Asia and Europe, as well as having been a PTC facilitator for the ‘Instructional Supervision’ course and the designer of the TTC course, ‘The Heart of Teaching’. She is featured in ASCD’s video series, “Master Class,” and in the Ontario (Canada) Ministry of Education’s “Leadership Matters: Supporting Open-to-Learning Conversations” video series.

Jennifer was named one of the “18 Women All K-12 Educators Should Know,” featured in the blog ‘Finding Common Ground’’ from Education Week, and has also been awarded the International Educational Entrepreneur Award by the International Academy for Educational Entrepreneurs. More about Jennifer’s work can be found on her website,?www.jenniferabrams.com, and she can also be found on Twitter @jenniferabrams.

Accordion Keynote - Building Social Capital: One Key Driver in Creating Effective Schools

Research tells us social capital and collective efficacy are key factors in moving our schools forward. Yet we often don't have the credentials and qualifications to do live out this research as effectively as we'd like. What does it mean to communicate well with the adults with whom we work? This keynote will provide some insight into key cognitive, social and psychological mindsets and skills that will help you communicate more collaboratively, and more productively, in order to better support the students we serve.



Harry Brown

Principal of Renaissance College Hong Kong

Harry serves as the principal of Renaissance College Hong Kong. He has worked at the all-through, four programmes, IB World School of 2100 primary and secondary students for since 2009. Harry was formerly a deputy superintendent, a high school principal as well as an assistant principal and teacher in Pinellas County, Florida, USA for twenty-five years. He has worked in both urban and suburban schools teaching and leading in the areas of general?education, gifted, dropout prevention and direct services to homeless children and youth. ? Harry has experience facilitating workshops for teachers, administrators and Board officers in the preparation for the implementation of the International Baccalaureate programmes. He has also led presentations on school leadership at IB annual conferences in North America and the Asia Pacific.? His background in teaching and learning includes seven years as an adjunct instructor in the Graduate Faculty of?Education?at the University of South Florida in St. Petersburg and four years as an adjunct instructor in the Undergraduate College of?Education?at the University of Tampa. Harry earned his BA in Psychology and Secondary Education at the State University of New York, College at New Paltz while his MS and EdD in Educational Leadership were earned at Nova Southeastern University in Ft. Lauderdale, Florida.

Accordion Keynote - The Survival of the Kindest: Contextual Wellbeing in Schools

Contextual Wellbeing in Schools is defined by Dr. Helen Street as: " A state of health, happiness and positive engagement in learning that arises from membership in an equitable, inclusive and cohesive school environment." Participants will see how Dr. Helen Street's model of Contextual Wellbeing in Schools has been applied from "the inside out" at an international, all-through, four programme IB World School of 2100 students in Hong Kong. Participants will be introduced to strategies to embed faculty and student wellbeing as a significant cornerstone of the school culture.




Author and Educational Consultant

After reading Economics at Cambridge University, C. J. Simister taught for twenty years across the 5-18 age range before setting up her Future-Smart? consultancy practice. She has spent the last seven years working with schools, universities and parents around the world, sharing a wealth of pragmatic advice and innovative strategies. C. J. Simister’s focus is on helping young people to develop the personal and cognitive dispositions and skills that not only enhance performance and improve engagement with learning now but are also increasingly essential for long-term success. Her Future-Smart? model translates theory and research into clear, effective ideas and offers schools a manageable, experience-based structure for development. The author of three books, including ‘The Bright Stuff’ for parents and most recently the ‘Character, Grit and Resilience Pocketbook’, she was selected by the National Association of Gifted Children as their Inspiring Person of the Year and is a regular speaker at national and international conferences.

Accordion Keynote - The Future-Smart® School: Promoting Intellectual Character and the Skills for Success
As global competition and uncertainty increases, one thin that many leading universities and employers agree on is the importance of character. How a person adapts to new information and learning, how they relate to those around them, how they rise to challenge and how they react to opportunity is becoming ever more important. Schools do a huge amount already in China to help foster essential moral character traits, but might there be more that we can do to nurture intellectual character – those qualities that underpin effective learning, both in school and beyond? In this keynote, C J Simister offers an introduction to her Future-Smart? approach, looking at how giving more attention to developing intellectual character offers education leaders across the sector a simple, tangible and helpful structure for improving the life chances of the young people in their care. Very much still a practitioner at heart, her emphasis is always on what is realistic: on approaches that can be integrated quickly and seamlessly into current practice in a way that helps the teacher rather than adds to their workload.