Adam Armanski studied in Wroclaw University  and got BA in English and TEFL then completed his MA in American Literature. He also studied history of art. He started his career as a teacher of English in IB schools. Adam has been teaching English B, A2 and TOK in IB schools since 1998 and he is dedicated to the IB philosophy. He has got extensive experience of the IB Diploma programme, also as an examiner and DP Coordinator. He has led several workshops for new and experienced teachers in Europe and Asia.

Kayhan Karlı took up teaching in 1993 after completing BSc in Mathematics. As a high school Mathematics teacher he spent seven years developing the use of thinking skills strategies in his own teaching. Following his first principal post started to work in international education area and decided to have overseas job. He taught in a LEA school in England as KS3 coordinator then got back to Turkey to take Director post in  a K12 school. He led the school for IB authorization and started to provide teacher training workshops. He has been working in TED Bursa College as Director General since 2005 and acting member of representive heads committee for TED schools, also member of IBAEM regional council. Kayhan began delivering a range of workshops for his own and neighbouring schools. Whilst teaching he was also invited to do some guest lecturing at schools and to contribute to the performance management model for TED schools. Kayhan is passionate about the provision of high quality professional development  within the context of professional learning communities. He is a strong advocate of the view that all adults working in education need to update their skills and knowledge continuously in response to new research and emerging knowledge about learning and teaching

Assoc. Prof. Dr. Sinan Olkun studied in Marmara University (1981-85), and got his BSc in Mechanical Education then he completed his masters degree in Educational Sciences in Middle East Technical University (1992-95). He then completed his doctoral degree (1996-99) in Mathematics Education in Arizona State University, USA. He has been doing research on children’s mathamatical development and teaching mathematics' Methods classes to preservice elementary school teachers in Ankara University, Turkey. He has been focusing on technology enhanced Mathematics teaching, development of children's mathematical thinking and manipulatives for teaching mathematics. He is the author widely aclaimed books for teachers.

Assoc. Prof. Dr. Uğur Sak studied in Arizona State University, got his MA in Gifted Education then he completed his PHd in Gifted Education in the same  University. He then came back to Turkey and started to work at Anadolu University, Eskişehir. He has been doing research on The Three-Mathematical and Scientific Talents Model for the Identification and Education of Gifted Students at TUBİTAK. He has published many boks and scientific articles about gifted and talented children’s education. He teaches the courses " Methods, tools and issues in the identification of gifted and talented students, theories of intelligence, giftedness and creativity,  analytical and creative thinking techniques" in Anadolu University, Turkey.

Dr. Ayşe Okvuran studied in Ankara  University (1980-84), and got her BA in Physcological services in Education. She had worked in different high schools as a councelor then she studied at the same university for her Masters and PHd degrees in Educational Sciences and drama in education. She has been working and doing researches about drama in educationa. She had offered many workshops and seminars to school teachers all around Turkey. She had participated Drama projects in Exeter University and German Drama Association in Berlin. She has published many books and articles about Drama in education. She has been teaching since 1989 in Ankara University, Turkey.

Assoc. Prof. Dr. Gulsen Bagci Kilic got her BSc in Chemistry Education in Middle East Technical University (1986-1992). She completed her masters degree in Chemistry in the same university (1992-95). She then completed her doctoral degree (1996-99) in Curriculum and Instruction in Indiana University (U. S.) with major emphasis on Elementary Science Education and minor emphasis on Instructional System Technologies. She has been teaching elementary science education method courses in Abant Izzet Baysal University, Turkey.  Her main research interests are constructivist approach to elementary science education, nature of science, conceptual change, self and/or peer assessment in science education, and technology integration into elementary science education.

Dr. John McKeown, currently is engaged as a School Management Advisor for the Supreme Education Council,Qatar, where he advises new principals on planning and implementing systems and programs for newly -established independent schools. An experienced curriculum leader and teacher trainer, he served as Curriculum instructional Designer at the Northern Ontario School of Medicine in Canada, Vice Principal at Luanda International School, Angola, and Head of the English Department at SEV School of the American Collegiate Institute, Izmir.  A teacher with the Toronto Board of Education for 10 years, he designed and delivered progamming for gifted students and developed primary core skills. He graduated Hons. B.A.(Lakehead), B.Ed. and M.A. (Toronto), and Ed.D.(Warnborough, UK). His doctoral dissertation (2005)focussed on building learning communities in Turkish schools. His research interests include developing learning community, and building sustainability and capacity in schools. Dr. McKeown desgins Professional development for start-up schools and guides their implementation.

Assoc. Prof. Dr. Ayhan Kürşat Erbaş received his BSc in Mathematics Education and from the Middle East Technical University in 1997. He also double majored in Mathematics and received his BSc in that discipline the same year. He then completed his MSc in Science and Mathematics Education with an emphasis on Mathematics Education from the Middle East Technical University in 1999. In 2004, he got PhD from the University of Georgia, USA. He is currently a faculty member of the Department of Secondary Science and Mathematics Education at the Middle East Technical University. He has taught numerous university level mathematics and mathematics education courses and led numerous professional development efforts for inservice mathematics teachers both in Turkey and the United States. He has extensively published in various peer-reviewed academic journals and significant refereed conferences. He also authored several high school textbooks aligned with the new Turkish secondary grades (9-12) mathematics program. His research interest includes integrating technology into (mathematics) education, technology and problem solving, teaching and learning of secondary school mathematics (particularly algebra), teacher knowledge and beliefs, inservice mathematics teacher education, and qualitative research methods. 

Assoc. Prof. Dr. Mehtap Çakan completed her bachelor degree in field of Educational Measurement and Evaluation at Hacettepe University, Turkey (1987-1991), and got her master and doctaral degrees in Educational Measurement and Evaluation at  Louisiana State University, USA (1994-2000). She has also complated her minor degree in field of Psychology at  Louisiana State University. She has been working at Abant Izzet Baysal University, Turkey since 2000.  Her research has focused on psyhometry, student achievement, performance basde and alternative assessment methods, and cognitive styles.

Assoc. Prof. Dr. Yücel KABAPINAR graduated from Dokuz Eylül University (1984-1988), and got his degree in History Education then he completed his masters degree in Contemporary Turkish History in Dokuz Eylül University (1989-1993). He then completed his doctoral degree (1995-98) in Social Studies Education in Leeds University, England. He has been conducting research on textbook examination, history and social studies education, constructivism and its effects on history and social studies education in Marmara University, Turkey.

Maggie Pınar has utilized training, professional experience and sector knowledge to implement a number of educational projects requiring complex institutional change in a wide variety of educational settings in Turkey. Extensive experience in designing, implementing and promoting learning and assessment systems in different contexts, building on extensive accumulated experience as schools administrator and teacher. Established, maintained, developed and promoted innovative educational programmes, and coordinated tangible and intangible resources in different institutional settings both formal and non-formal. Participated as administrator in the design, implementation to scale, and assessment of both national and international educational projects, created, led and collaborated with multi-lingual and cultural teams in-country and globally.  Designed and implemented adult training programmes for Turkish institutions.