My relationship with international education is both personal and professional.

I have experienced it as an international school student, a teacher, an educational leader, an IB educator and workshop leader trainer, and now as a parent navigating my own child's educational journey.

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These perspectives give me a distinctive understanding of international education not only as a curriculum or educational philosophy, but as a lived experience shaped by culture, identity, belonging, and the daily decisions schools and families make.

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Over the past 13 years, I have worked across four IB continuum schools in diverse international contexts, gaining experience across K–12 education and the PYP, MYP, DP, and CP. My work has spanned classroom teaching, curriculum development, educational leadership, assessment, and professional learning. Through my roles in the IB Educator Network, including Workshop Leader Trainer and Asia Pacific Field Representative, I have also supported educators' professional learning and the wider IB community.

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My work today focuses on two interconnected areas: international education and curriculum coherence. I explore how cultural perspectives and assumptions shape school leadership, collaboration, and international mindedness, and how schools can translate their educational values into coherent curriculum, teaching, and assessment practices.

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As both an educator and a parent, I recognise that educational decisions are rarely just academic. They are also personal, cultural, and deeply connected to a young person's sense of identity and possibility. This understanding informs my approach to working with schools, educators, students, and families.