Meet our teachers
International Curriculum Coordinator
Professional Experience: 25+ years
M.Ed., Curriculum and Instruction/TESOL
University of Maryland, USA
B.S., Industrial/Organizational Psychology
The Pennsylvania State University, USA
Certifications: PreK–12 TESOL, USA
Publications: Pao, D. L., Wong, S. D., & Teuben-Rowe, S. (1997). Identity Formation for Mixed-Heritage Adults and Implications for Educators. TESOL Quarterly, 31(3), 622-631.
Dedicated to international education, intercultural learning, and global citizenship. Has worked in US public and international schools for 15 years as a teacher, administrator, and consultant. Has managed or participated in more than 20 projects specializing in learning and performance, leadership, coaching, change management, school accreditations, professional development, organizational analysis, strategic planning, and human resource management for government and non-profit organizations.
Passionate about international travel, language learning, dog rescue, Ethiopian coffee, Rioja and Ribera del Duero wines, and Mediterranean cuisine. Proud of her American and Chinese heritage. Has lived and worked in USA, the People’s Republic of China, Spain, and Colombia and traveled to more than 30 countries around the world.
Licenciada en Enseñanza de Lengua Extranjera Inglés Universidad Santo Tomàs, Bogotá Colombia
Bachelor’s in Teaching English as a Foreign Language
Master’s Degree in Bilingual Environments Learning
As a result of my multidisciplinary background, there was a moment in my life in which I worked in the security field for American Airlines and Talisman Energy. Therefore, I have taken several kinds of training courses overseas and in Colombia related to security matters.
I studied Economics at Javeriana University in Cali and dedicated two years to jewelry design in the process of exploring talents and life paths that could fulfill my quality world.
Later, I became an English teacher at the Binational Cultural Center Colombo-Americano Cali, where I discovered my flair for teaching. I then moved to Bogotá, where I was a senior teacher for the same cultural and language center for 6 years. While there, I decided to initiate a Bachelor’s degree in Teaching English as a Foreign Language at Santo Tomas University Bogotá and graduated Cum Laude (an academic honor distinction that recognizes students who obtained one of the highest GPA’s of the 5-year program).
I am part of the Middle School English team at Rochester School. I have been a mentor and family coordinator of 12th, 10th and 8th graders for 4 years.
Currently, I am working on my dissertation on the characterization of the experiences of language teachers in rural areas of Colombia during COVID-19 and their interactions with students for my Master’s degree in Teaching in Bilingual Learning Environments at Santo Tomas University. Furthermore, I have developed interests in researching Teaching Coherence in Academic Writing through the Implementation of Discourse Analysis to become a PhD candidate in the near near future.
An important aspect of my upbringing is that I have been traveling all of my life. I have explored cultures as part of my interests in global citizenship. I have visited Argentina, Brazil, Chile, Panama, Mexico, Ecuador, Cuba, USA, France, Spain, Portugal, England, Scotland, Sweden, France, Israel, Jordan, Australia, Japan, China, and India and sometimes more than once or twice in order to explore further and reunite with friends and family who happen to be spread around the world. I am grateful for the broader perspective on cultural awareness and cross-cultural interaction these experiences have provided me, which I believe are pivotal for teaching.
Real World English 8 Teacher
Professional Experience: 13 years
Real World English 7 Teacher
Professional Experience: 10 years
M.Ed., Advanced Teaching
University of the People, USA
B.A., Foreign Languages Teaching (English-French)
Universidad del Valle, Colombia
*Creating Apps in the Classroom, Queensland University of Technology.
*Inclusive Education: Essential Knowledge for Success.
*Attended the “Thinking and Creativity” congress in Buenos Aires, Argentina.
Publications: Maglioni, G. (2017-05-09). Margaret Atwood’s Critical Perspective on Genetic Modification in the Dystopian Fiction Oryx and Crake. Universidad del Valle.
Dedicated to language education, in Colombian private schools, for more than 10 years. Has worked as an English and French teacher and Head of Foreign Languages department in different schools. Has worked as a teacher assistant in a summer camp at Bromsgrove School, Worcestershire, England for a month.
Completely committed to his wife and children. Passionate about Parkour and everything related to music. Lived in Cali for more than 32 years and recently started a new chapter of his life in Cundinamarca.
Bachelor of Arts in French and Spanish
The University of Southampton, England.
CELTA (Certificate in Teaching English to Speakers of Other Languages)
International House Bogotá, Colombia.
Cambridge Speaking Examiner (B1, B2, and C1)
International House Bogotá, Colombia.
CELTYL (Certificate in English Language Teaching to Young Learners)
International House Seville, Spain.
DELTA (Diploma in Teaching English to Speakers of Other Languages) Module 1, 2, and 3
International House Seville, Spain.
Jenny was born and raised in the South West of England; her mother is Colombian so she is bilingual in English and Spanish. She is lucky enough to have taught English in England, Spain, Martinique and Colombia allowing her to gain the flexibility to adapt to varying contexts, age groups, language levels, and cultural norms. In her free time, she enjoys travelling, reading novels from around the world, playing the ukulele, and painting still life and portraits.
As an EFL teacher with more than 8 years of experience, she is always keen to continue developing, and to keep abreast of new trends to sustain learner engagement and motivation. For this reason, after gaining her CELTA, she decided to obtain the DELTA Module 1, 2, and 3 qualifications. This has allowed her to further deepen her understanding of the English language and how teachers can provide the most effective route to language acquisition. She believes in a student-centred environment where learner autonomy is key; learners should be in charge of their own learning and be provided with the tools to become better learners.
Jennifer Idaly Chant Acevedo
High School English Teacher, Grades 4–12
Professional Experience: 8 years
Kathleen Lois Torres Brown
Real World English Teacher Grade 5
Nationality: British and Colombian subject
Professional Experience: 21 years
Licenciatura en Lengua Inglesa
Universidad San Buenaventura
Diplomado y Maestria en Inteligencia Emocional, Programación Neurolingüística y Coaching
Currently completing Life Coach training
I am Kathleen Lois Torres Brown and I have the honor and privilege to have been working at our school for the past 16 years. During this time, I have worked with almost all grade levels teaching different English related subjects, such as American and World Literature, English Composition and Speech, Journalism as well as Drama and Poetry. It has been an enriching experience to work with all age groups, as they all have different sets of skills, talents, tastes and needs. I am a certified English Teacher in Colombia, having obtained my degree in San Buenaventura University. I am also an international English teacher, certified through Cambridge University. I have always been interested in how our emotional intelligence comes into play in problem solving and learning, so I have completed different studies in Emotional Intelligence, Nero-Linguistic Programming and Life-Coaching. Music has always been a big part of my life, so it is part of what I like to share with my students. It helps them represent themselves in ways that can help them find common ground with their peers.
I hope to be able to continue making a difference in the world through helping our students take charge of their lives with the world in mind, giving their best and contributing to the world as they become systemic citizens.