A native of New Hampshire, Jeff Bradley served as a NEASC/CIE Commissioner from 2009-2015, chairing accreditation visits to a wide range of international schools. From 2008-2016, he was a partner at Educators’ Collaborative, an executive search and consulting firm, assisting dozens of schools in the US and abroad with leadership recruiting and development, strategic planning, and governance.

From 2001-2007, Jeff and his family lived in Europe – first in Italy, where Jeff was founding Resident Director of School Year Abroad-Italy, and then in Switzerland. As Headmaster at TASIS-The American School in Switzerland, Jeff helped oversee creation of the school’s elementary and early childhood programs. He and his wife have two children.

Frédérique Chessel-Lazzarotto est enseignante collaboratrice pour le Centre LEARN de l’EPFL. Elle coordonne au sein du projet numérique vaudois l’introduction de la science informatique dans les écoles et notamment la formation des enseignant.e.s. Elle a conduit avec l’équipe pédagogique de la circonscription d’Évian la form’action Robots d’Évian de 2015 à 2018.

Frédérique Chessel-Lazzarotto is a collaborating teacher for the LEARN Center at EPFL. She coordinates within the Vaud digital project the introduction of computer science in schools and especially the training of teachers. She led Evian Robots training from 2015 to 2018 with Evian constituency teaching staff.

Solange DENERVAUD, Doctorante en Neurosciences au Centre Interfacultaire en Sciences Affectives à l’Université de Genève.

Après un diplôme Montessori AMI ainsi que 4 années d’enseignement à l’Ecole Montessori Vevey, observer les enfants évoluer dans un environnement Montessori était si fascinant que Solange décida d’entreprendre une formation scientifique afin d'étudier les processus sous-jacents.

Après un diplôme de Bioingénieure à l’EPFL, elle termine actuellement son doctorat en Neurosciences sur l’impact de la pédagogie Montessori sur le développement cérébral des élèves de 5 à 13 ans.

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Ancien instituteur primaire, Pierre Dillenbourg obtient un master en Sciences de l’Education (université de Mons, Belgique). Il commence à Mons ses recherches sur les technologies de formation en 1984 et obtient ensuite une thèse en informatique de l’Université de Lancaster (UK) dans le domaine des applications éducatives de l’intelligence artificielle. Il a été Maître d’Enseignement et de Recherche à l’Université de Genève. Il rejoint l'’EPFL en 2012, Il fut le directeur académique du Centre pour l’'Education à l’'Ere Digitale (CEDE) qui met en oeuvre la stratégie MOOC de l’'EPFL (plus de 2 millions d'inscriptions). Il est actuellement professeur ordinaire en technologies de formation aux sein de la faculté ‘Informatique et Communications’ et dirige laboratoire d’'ergonomie éducative (CHILI). Son livre "‘Orchestration Graphs " propose un language semi-formel pour le design didactique. Il est le directeur de DUAL-T, la 'leading house' dédiée aux technologies pour les systèmes de formation professionnelle duale. En 2017, il a créé avec des collègues le 'Swiss EdTech Collider', un incubateur qui rassemble 70 start-ups dans le domaine des technologies éducatives. En 2018, ils ont lancé LEARN, le centre EPFL pour les sciences de l'apprentissage, lequel regroupe les initiatives locales en innovation éducative.
 

A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984.

Chris Durbin is an Associate Director of School Support & Evaluation based in Leiden, The Netherlands.

He is currently responsible for development.  He recently coordinated the process of revising CIS International Accreditation based on feedback from the first wave of Team Evaluations. Prior to this, he worked as a School Development Adviser for the English Schools Foundation (ESF) in Hong Kong, where he was responsible for quality assurance, strategic curriculum and professional development including the introduction of the IB programmes. He has a lifelong commitment to global citizenship education.

Rémy Lamon, IBO, IB World Schools Manager.

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After a teaching career in the People’s Republic of China, Switzerland and the UK, as an MYP & DP teacher (for Languages A & B, Theory of Knowledge and Music) in both English- and French-speaking schools, as well as a member of school leadership teams (Head of Modern Languages or Head of IB) and a writer for pedagogical books, Rémy is working for the International Baccalaureate at the IB Global Centre in The Hague (Netherlands) as IB World Schools Manager. This department is dedicated to support IB authorised schools in delivering a quality IB education. On top of leading various projects for the IB, Rémy’s two main roles consist in being the voice of schools inside the IB and in supporting their needs to help them progress further.

Sean Power is the Director General of Institut Florimont, a francophone bilingual school in Geneva.

Sean arrived in Switzerland in 1986 following his university studies in London and Lyon, and has lived there ever since. He has worked as a teacher, teacher trainer, inspector, school manager and leader in a number of educational institutions and contexts.  He is passionate about leading schools through cycles of change and transition in international and multi-cultural environments and developing and leading bilingual programmes. 

He has over 20 years’ experience in the training and development of school managers and leaders in main stream and adult educational settings.

He serves as a governor of a primary school, as a member of the academic board of the Swiss International School in Dubai and is currently President of the Geneva Association of Private schools.

Melissa Skweres is a collaborating teacher for the LEARN Center at EPFL. She coordinates with the LEARN’s flagship digital projects of ‘One Thymio per Class’ and teacher trainings. She is a seasoned international educator and taught in Swiss international schools.

Melissa Skweres est une enseignante collaboratrice du centre LEARN de l'EPFL. Elle coordonne avec les projets numériques phares de LEARN «One Thymio per Class» et les formations d’enseignants. Elle est une éducatrice internationale chevronnée et a enseigné dans des écoles internationales suisses.

Michael G. Thompson, Ph.D. is a consultant, author and psychologist specializing in children and families. He is the supervising psychologist for the Belmont Hill School and has worked in more than seven hundred schools across the United States, as well as in international schools in Central America, Europe, Africa and Asia.

He and his co-author, Dan Kindlon, wrote the New York Times best-selling book, Raising Cain: Protecting the Emotional Life of Boys (Ballantine Books, 1999). He is the author of Speaking of Boys: Answers to the Most-Asked Questions about Raising Sons Ballantine, 2000), and co-author (with Catherine O'Neill Grace and Larry Cohen, Ph.D.) of Best Friends/Worst Enemies: Understanding the Social Lives of Children (Ballantine, 2001) and Mom, They're Teasing Me: Helping Your Child Solve Social Problems (Ballantine, 2002.) About Best Friends, Worst Enemies the Publishers Weekly review declared, "Not since Dr. Spock and Penelope Leach has there been such a sensitive and practical guide to raising healthy children." The Pressured Child: Helping Your Child Achieve Success in School and in Life (with Teresa Barker, Ballantine, 2004) was written to help parents understand the complex journey of children through school, from Kindergarten through senior year. His third book on the psychology of boys, entitled, It's a Boy!: Understanding Your Son's Development from Birth to Eighteen, was published in 2008. It focuses on the importance of undirected, free play in the lives of boys. Dr. Thompson’s newest book, Homesick and Happy: How Time Away From Parents Can Help a Child Grow, was published by Ballantine Books in May of 2012.