Our Team


At ISL, we believe that a dedicated staff makes a true difference in the overall quality of our offerings. Meet the team!


Nadine Trépanier-Bisson

Nadine Trépanier-Bisson

Chief Operations and Leadership Officer

Nadine Trépanier-Bisson

Chief Operations and Leadership Officer

Nadine Trépanier-Bisson

Chief Operations and Leadership Officer

Committed to research-based practical professional learning for school and system leaders, Nadine Trépanier-Bisson is the Director of Professional Learning for Education Leadership Canada (ELC) at the Ontario Principals’ Council (OPC) and the Chief Operations and Leadership Officer of International School Leadership (ISL).

Nadine has been an educator for over 20 years in different capacities including her most recent role as Executive Director for l’Association des directions et directions adjointes des écoles franco-ontariennes (ADFO). In that role, she developed working relationships with many partner education organizations in Ontario, Canada and internationally. She has participated in the design, development and implementation of many professional learning opportunities, both in English and French.

At OPC and ISL, Nadine spends much of her time working with school and system leaders to develop workshops, courses, online learning programs and other opportunities to develop the school and system leadership skills, expertise and experiences needed in a changing environment.

As a lifelong learner herself, Nadine seeks to challenge her own thinking and learn about current research and practices related to public education. Currently, she is working on her Doctorate of Education (EdD) in the area of International Education.

Nadine is the mother of two. Her interest and commitment to education worldwide is both personal and professional.

Dr. Andy Scott

Dr. Andy Scott

Director of Operations and Program Development

Dr. Andy Scott

Director of Operations and Program Development

Dr. Andy Scott

Director of Operations and Program Development

With a career spanning four decades, Dr. Andy Scott has become one of the preeminent voices in global education. He’s the driving force behind projects that have influenced and impacted scores of system and school leaders around the world.

The seeds for success within education were sown in earnest. Contributions to the success of students were made as a teacher, elementary and secondary principal and culminated in an appointment of superintendent of schools. His pursuit of a Doctorate in Education underscores his commitment to being a lifelong learner. Dr. Scott also serves as an Adjunct Professor at Charles Sturt University in Australia.

Collaborative work with the Ontario Principals’ Council (OPC) -- whose mission is to provide school leaders in public education the professional services and support needed to provide exemplary leadership -- sparked the creation of unique professional development opportunities. That same entrepreneurial spirit spawned ISL. Leveraging the strength and reputation of the OPC to inform international stakeholders in the world of education.

Demonstrated leadership within the realm of global education drives the work of ISL. An ongoing fascination and deep understanding of the principles of leadership, in all environments, continues to drive Dr. Scott. Building results-driven programs is a foundational piece of his work for ISL. His scope of responsibilities range from program customization and development to leading various international projects focused on a commitment to the principles of effective school leadership.

Achievements include Malmö, Sweden (2017-2019), where the implementation of a system-wide strategic plan -- designed to improve student achievement through a focus on instructional leadership practices at the school and system level -- strengthened the institutional framework. The case of Malmö Elementary Schools substantiates the view that system thinking matters.

In partnership with UNESCO and the Peruvian Ministry of Education, Dr. Scott travelled to Lima in 2018 with a team from ISL to implement several projects. They provided recommendations regarding the career path of principals in Peru and crafted a mentoring blueprint for school leaders. The collection of information was a key part of the development work, while the findings were analyzed and formal recommendations were made for the principals’ career path, professional learning continuum and a mentoring program for school leaders.

Increasing awareness through partnerships has been a significant driver for ISL engagement and program adoption. Dr. Scott and his team have forged ongoing partnerships in Norway (Mekki Education); Australia (Western Australia Primary Principals Association); China (Shanghai International Community School) and Thailand (The American School of Bangkok).

Dr. Scott has authored and co-authored several articles including: System Thinking: Malmö Elementary Schools; What Matters Most in the Design of Universal Professional Learning for School Leaders: An International Perspective; School Leadership That Works: Ideas from Around the World; and How to Realize the Dream of Online Learning for School Leaders: Lessons Learned from African Principals.

Dr. Scott relishes working with clients that want to actively engage with ISL and to contextualize the program to their surrounding and culture. The relationships he has forged abroad hold dear meaning. Making a difference is a commitment he continues to make -- those experiences have helped him to become a better leader.

Dr. Joanne Robinson

Dr. Joanne Robinson

Instructor / Consultant

Dr. Joanne Robinson

Instructor / Consultant

Dr. Joanne Robinson

Instructor / Consultant

Committed to exemplary professional learning for school leaders, Dr. Joanne Robinson is the former Director of Professional Learning for Education Leadership Canada (ELC) at the Ontario Principals’ Council (OPC) and the former Chief Executive Officer of International School Leadership.

Her involvement with the OPC began in 1998 when Joanne was a member of the Interim Council that developed OPC. She was appointed as OPC President in 1999, for a one-year term. In 2001, she returned to OPC, to continue her work on designing, developing and implementing the Principals’ Qualification Program and Supervisory Officers Qualification Program.

Joanne continues to spend much of her time working with school leaders to develop workshops, courses, online learning programs and other opportunities to develop the school leadership skills, expertise and experiences needed in this new environment. She is passionate about mentoring and coaching as it is a powerful vehicle for supporting education leaders. Joanne has completed her Doctorate of Education Leadership, through a study of mentoring and coaching for school leaders, in Ontario.

Joanne has many years of international school leadership expertise and is called upon in many corners of the world to assist in the assessment of leadership needs and in the development of professional programming. She devotes much of her time to supporting international school systems and school leaders through program development and consultation. In her international endeavours, she has travelled to many countries, such as Abu Dhabi, Australia, Chile, China, Denmark, Egypt, Jordan, Peru and South Africa.

She has been an educator since 1972 and served in many capacities including her previous role as Principal with the Thames Valley Board of Education.

Joanne is the mother of two and a grandmother of nine. Her interest and commitment to public education in Ontario is both personal and professional.

Bob Jackson

Bob Jackson

Instructor

Bob Jackson

Instructor

Bob Jackson

Instructor

With over 20 years of expertise in school leadership, Bob has been an elementary school principal in various school settings. During his leadership career, he was honoured to be recipient of the Award of Distinction for Outstanding Contributions to Education and recipient of the prestigious John W. Laughlin Award for Educational Leadership.

He was a valued instructor for the Principal’s Qualification Program at the University of Western Ontario and has authored a number of articles for the OPC Register magazine, an award winning professional publication for Ontario’s school leaders. He was a Lead Reviewer with the Ontario Curriculum Centre for Intermediate Science and Literacy Texts.

Bob continues to consult for the Ontario Principals’ Council (OPC) and is a founding member and district facilitator for the Leading Student Achievement Initiative in Ontario.

“Bob is a great instructor. While presenting, Bob’s approachable attitude coupled with his use of personal examples of both successes and failures generate a trusting environment in which participants feel that they can be open and speak freely about their doubts.” Principal from Peru

Focus: Facilitation, Strategies to Improve Student Achievement Innovative Leadership, Inquiry-Based Learning for Teachers

Joni Heard

Joni Heard

Instructor

Joni Heard

Instructor

Joni Heard

Instructor

Joni Heard is a humble and seasoned educator who rose through the teaching ranks and is deeply committed to the application of research-based practices and processes within the realm of educational leadership.

Having served in a number of leadership roles, Joni’s upward career trajectory includes being a consultant at the district level, vice Principal and principal, education officer, and seconded to the Ontario Ministry of Education for province-wide leadership development.

As an instructor with ISL, Joni oversees a portfolio that includes: classroom instruction, online courses for current and aspiring educational school leaders, developing workshops for international education study tours and Government and Ministry relations.

On the work and its impact, it’s the opportunity to build the capacity of leaders around the world that continues to drive Joni. Providing her clients with the skills and knowledge, and also the dispositions around effective leadership at the school and systems level is a valuable part of the process.

For the programs to succeed, the work has to be contextualized to the participants’ setting. Case in point: Malmö, Sweden, where she helped the Malmö Elementary Schools implement a system-wide strategic plan. The jurisdiction determined a plan for improvement that centred on three key forces: system leadership, structural and process changes, and professional learning for all leaders. On its effectiveness, Anders Malmquist, School Director. Malmö Elementary Schools had this to say: “The learning and commitment have increased for everyone involved and by the power of collective learning we have built capacity within our teams.”

Joni deeply values the relationships forged within the international education community. Being part of a network that boasts a professional presence in terms of global leadership is very important to her. She loyally supports her clients and encourages them to carry on with the work long after she has left her mark. Joni is always willing to support and coach them along the way as the process depends on trust. Building relationships fosters trust, which is essential to creating impactful and lasting outcomes.

A commitment to learn from those she works with is a guiding principle and she firmly believes that it has made her a more effective leader because of it. Joni is optimistic about how our new reality can be an opportunity to affect outcomes. For her, this is a time to engage with leaders and leverage a lot of the existing work to help prospective leaders move forward.

Her enthusiasm for the work is shared by those who have benefitted from the instruction, while her love for the people involved cements her status as a sincere and committed instructor. Outside of ISL, she values spending time at her lake house and keeping up-to-date with a busy sports calendar.

Phil Baker

Phil Baker

Instructor

Phil Baker

Instructor

Phil Baker

Instructor

Phil Baker enjoys the reputation of a school leader who is able to move a school forward. During his many years as a school principal, Phil successfully engaged all stakeholders in efforts to improve the learning environment. He remains current in his reading and focused on student achievement.

As a colleague, Phil mentored many new principals and vice-principals, as well as serving as an advisor to district leaders. He also led the local Ontario Principals’ Council (OPC) group and was a Provincial Councillor for many years. Consequently, Phil developed a broad network across the province.

In recent years, Phil worked within the Student Achievement Division, the Literacy Numeracy Secretariat of the Ministry of Education. As a Student Achievement Officer, he was engaged with a number of districts in co-planning, co-facilitating sessions on system improvement, implementation and monitoring. Phil continues to be called upon to replace principals on extended leave.

Phil is an exceptional teacher with a deep understanding of what it takes to lead a school and imparts that knowledge with the greatest of skills. Those participating in his International School Leadership Modules in Denmark, the Cayman Islands, and online, consistently rank the experience as exceptional.

Focus: Facilitation, Mentoring, School Improvement, Classroom Instruction, Collaboration

Stephen McCombe

Instructor

Stephen McCombe

Instructor

Stephen McCombe has spent his life using his personal and career experiences to improve the lives of children. With a decorated career in education spanning 35 years, he remains committed to making a difference at the school-level through his work at International School Leadership (ISL).

Stephen never loses sight of student achievement, especially in the face of adversity. Having successfully guided several schools through difficult transitions, he’s well positioned to make a difference at the school and system level. That work, coupled with his board-level commitment to professional learning, resulted in provincial-level involvement as an educational consultant in professional learning with the Ontario Principals’ Council (OPC) and ISL.

While the Ontario model has proven to be an excellent blueprint for success, he knows there is no single approach that works for everyone, so he continues to educate himself on emerging research and contextualize the work to provide the most comprehensive program that works for each of his client’s needs.

The reach of Stephen’s work extends globally, with the impact realized in Vejle, Denmark and Malmö, Sweden among others, and leading workshops around the world. Significant contributions to Professional Learning Communities (PLCs) highlight collaboration and the ability to improve capacity. He was a major contributor to The Principal as Professional Learning Community Leader, publishing an article in the Danish publication Canadisk Paedagogik i Skolen (2015).

One of Stephen’s greatest achievements is the work done on Manitoulin Island in northern Ontario. He spent considerable time examining equity issues in Wiikwemkong Unceded Territory. Working alongside members of the Wiikwemkong Board of Education, Stephen sought to better understand their priorities and drafted a plan of action contextualized to their culture. He conducted interviews with band elders and a community historian to incorporate the local First Nation perspective in each document. The proposal, crafted at the board level, was widely adopted and met with immense gratitude for its thoroughness and thoughtful approach. The work ensured that each document reflected the values and beliefs of the Wikwemikong people.

Stephen strongly encourages prospective school leaders to push their thinking beyond the classroom. He takes great pride in knowing that what they learn can be applied to their own setting immediately. He has facilitated numerous online modules for teachers, school owners, vice principals and principals from around the world. Leveraging those online resources is even more prescient now and Stephen is filled with promise for how to apply those learnings year round and in a virtual setting.

The direct impact of ISL’s work on student learning is a persistent and powerful motivator. For Stephen, knowing that the administration is actively working with its teachers and the teachers are actively working with students, is an accomplishment that cannot be overlooked.

Collaborative work is destined to improve student learning and the ‘Seek First To Understand, Then To Be Understood’ (Stephen Covey) mentality resonates with him and his work.

He earned his Bachelor of Arts degrees at Western University and the University of Windsor respectively, and holds a Master’s of Education from the Ontario Institute for Studies in Education. So taken with the nature in northern Ontario, Stephen and his wife have carved out a piece for themselves and he relishes spending more time there with his five grandchildren.

Laura Somerville

Laura Somerville

Study Tour Lead & Instructor

Laura Somerville

Study Tour Lead & Instructor

Laura Somerville

Study Tour Lead & Instructor

“Creating empowered leadership teams is the driving force in building school cultures where student centred leadership is pivotal to student success and well-being.” This is the foundational belief upon which Laura Somerville has guided her own career. She brings a varied and extensive background with school, system, provincial and international experience in the areas of establishing networks for learning with leaders as “lead learners” and with a particular interest in social justice issues, equity, inclusion and learning for all students.

Formerly a principal with the Toronto District School board, Laura has served as a Senior Specialist of Education in the Leadership Development and School Governance Branch of the Ontario Ministry of Education. She is a facilitator for the Leading Student Achievement initiative in Ontario. She is currently the lead for the Safe and Caring Schools: Healthy Relationships, Ontario Principals’ Council (OPC) initiative which supports school leaders in addressing cyber and social media concerns in a modern learning context.

Laura is committed to providing authentic professional development education that is relevant to the local context of the participants. She has been an instructor for the Principal's Qualification Program at the OPC and has created and facilitated numerous workshops focusing on Courageous Conversations, Mathematics Leadership, the Ontario Leadership Framework and Learning for All through the use of differentiated instruction and assessment. Through coordinating International School Leadership (ISL) Education Study Tours, she has developed a keen understanding and interest of the adult learning needs of international visitors.

Moving from theory to practice, Laura is able to create meaningful and practical connections that support students, teachers, parents and communities.

Focus: Study Tours, Mentoring, School Improvement, Leadership Development, Data Analysis, Classroom Instruction

Bruce Barrett

Bruce Barrett

Instructor

Bruce Barrett

Instructor

Bruce Barrett

Instructor

An entrepreneurial mindset, coupled with 30 years of education, places Bruce Barrett firmly at the intersection of education and business. As an instructor with International School Leadership (ISL), Bruce leverages his experience as a classroom teacher, school administrator (secondary and elementary), and Superintendent, to meet the needs of school and system leaders alike.

Bruce firmly believes that any educational system, its school, or component parts, is measured by achievement, well-being, and safety. His work with school administrators is designed to drive student achievement and engagement by leveraging the analysis of class, school, and system data. For the programs and participants to succeed, a commitment to ongoing conversations and regular monitoring visits is required. Those are key drivers to continuous improvement and that visibility is the gateway to positive relationships. A system of checks and balances keeps Bruce engaged with his clients.

In addition to his work at ISL, Bruce also serves as an Accreditation Officer for the Council of International Schools, managing programs at 1000 elementary and post-secondary institutions across 115 countries.

The seeds for a career in education were planted at an early age. Growing up in West Africa, Bruce demonstrated a level of enthusiasm and curiosity that continues to drive him today in the disciplines of school reform, leadership development, and athletics.

Bruce stays current and leverages technology as part of effective instruction, school improvement and student success -- the chief indicators of high performing systems. His visibility on networking platforms, including Twitter and LinkedIN, fosters engagement. Correspondence with prospective clients allows him to develop a program based on the voice of the stakeholder. Bruce continually moderates communal work, produces instructional videos for review and speaks broadly on the topic of the effective use of the Teacher Performance Appraisal as a tool for continuous growth.

Addressing equity issues and gaps is a foundational piece in his quest to bring clarity and action to the system leader. It serves as a chief catalyst to the student achievement agenda. This notion of equity has been recognized as the most significant gap to address when trying to improve student achievement. The basic theme of equity is so pervasive and important for the historically disenfranchised. He has worked extensively with Indigenous communities and system leaders in both Ontario and Canada's North, including the Wikwemikong Board of Education. At its core, the work was about co-developing effective policies and procedures.

His current work in Saint Vincent and the Grenadines seeks to strengthen school and system leadership. Bruce and his team are delivering the contextualized school and system level leadership programs, with foundational support including the development of a handbook for school leaders and a mentoring program to provide sustained support.

Bruce is cognizant that we are currently at an important intersection in education -- a convergence of technology, voice, and pedagogy. His work is about cultivating the environment that maximizes the opportunity and innovation in the very centre of this intersection.
He is a proud husband and grandfather who sharpens his focus through woodworking, travel and being out in nature.

Lisa Vincent

Lisa Vincent

Instructor

Lisa Vincent

Instructor

Lisa Vincent

Instructor