Natalia is a whole-school transformation leader and consultant who began her career as an editor for in-flight magazines on Saudia and EgyptAir, before retraining as a teacher and moving rapidly into school leadership. Her work is grounded in UK school leadership, with the last seven years focused on international schools.

 

She has led across the full school continuum—from Early Years leadership to Head of Primary—and spent ten years as a Whole School Principal, giving her an end-to-end understanding of how schools function as living communities, not isolated departments. Natalia combines a commercial outlook rooted in child development with concept-led, creative problem-solving.

 

Her work includes Early Years redesign, whole-school assessment development, curriculum and policy review, and sustainable change implementation. Internationally, she conceived and led the implementation of an integrated STEAM school model, initiating physical redesign and building leadership capacity through specialist recruitment and a phase-leader programme. She has also delivered rapid school improvement in the UK, supported pastoral redesign in the Gulf, and provided strategic advisory support to a school in Poland. 

Sigve Austheim is an international education leader with nearly two decades of senior leadership experience, underpinned by 14 years as a classroom teacher. He has worked across diverse international and multicultural school contexts and is recognised for leading with clarity and purpose—translating strategic goals into disciplined, high-impact practice.

 

Sigve has led the design and delivery of whole-school initiatives that strengthen student achievement, engagement and wellbeing. His leadership combines strategic planning, stakeholder management, goal setting and performance monitoring, alongside the development of collaborative cultures rooted in innovation and continuous improvement. He is particularly focused on balancing academic rigour with care, inclusion and strong pastoral systems.

 

With extensive experience in budget management and organisational development, Sigve aligns operational decision-making with long-term strategic objectives. He is committed to staff development and capacity building, supporting teachers and leaders to strengthen pedagogy, leadership practice and the effective use of educational technology. His work reflects a sustained commitment to inclusive curriculum design that values diversity while maintaining high expectations.

 

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Sarah Zarzo is an international school leader with over 30 years of experience across preschool and primary education, curriculum innovation and accreditation. She is currently Director of Preschool, Primary and STEAM Programmes at the British International School Istanbul and has held principal roles across six countries.

 

Sarah specialises in curriculum design, faculty development and inquiry-based learning, with expertise across the IB Primary Years Programme (PYP) and Reggio Emilia approaches. She supports schools to build coherent learning models and embed STEAM in ways that strengthen rigour, relevance and progression.

 

She has served on 14 NEASC/CIS accreditation teams and brings deep practical literacy in how schools evidence quality and improvement. Sarah holds advanced qualifications in international school administration and primary education and is certified in project-based learning (PBL), concept-based curriculum and ESL.

 

As a trainer and international conference presenter, Sarah has consulted with schools in Egypt, Morocco and Spain on curriculum and accreditation readiness. Fluent in Spanish, she is recognised for fostering innovation, collaboration and inclusive practice.

Hasan Hasanov is an experienced education leader, School Director and consultant with a strong record in teacher professional development, international Olympiads and global academic competitions. He has supported students and schools to achieve success in subject- and project-based Olympiads by building strategies that strengthen academic performance while developing long-term institutional capacity.

 

As an educational consultant, Hasan designs and leads professional learning programmes that improve classroom practice and school culture, including classroom management, child protection, school–parent communication, wellbeing and the role of homeroom teachers. His work is practical and systems-aware, helping schools embed consistent expectations and sustainable routines.

 

Hasan’s foundation as a Biology educator spans KS3, KS4 and IGCSE, combining strong subject knowledge with engaging, outcomes-focused pedagogy. As Head of Biology, he coached colleagues, strengthened departmental standards and aligned curriculum and assessment to best practice—experience that now informs his consultancy on whole-school improvement.

 

Hasan’s dual focus on teacher development, competition strategy and science education leadership enables him to support both leadership teams and classroom practitioners—raising standards while building the capability schools need to sustain improvement.