Abigail Comber was born and raised just outside of Portland, Oregon. She earned Bachelor and Master degrees in English from Portland State University and a Master's in Education from Pacific University. Her first teaching position was at Eastside Catholic High School near Seattle, Washington. Her time teaching at this small, innovative school ignited her passion for student-centered, inquiry-based education. When she returned to university to complete a PhD in English Literature, she was fortunate to find her way to Ball State University and to learn about Burris Laboratory School. Abbie started at Burris as an English teacher in 2008; she was a classroom teacher for ten years before earning building and district-level leadership certifications and moving into administration, serving first as assistant principal and then taking over as Principal and Chairperson in 2021. Under Dr. Comber's leadership, Burris Laboratory School has reconnected with IALS and has committed itself to developing innovative practices and cultivating practitioner-scholars. In her spare time, Abbie works puzzles of all kinds and takes any opportunity to vacation in Disney World with her husband and two children.

Laura King is the former director of Horace Mann Laboratory School and Leet Center for Children and Families at Northwest Missouri State University in Maryville, Missouri. She is an Associate Professor and collaborates with a faculty research team. Her research interests include foundational reading development, multiage classrooms, the Reggio Emilia Approach, and the impact of laboratory schools on recruitment and retention in educator preparation programs. Outside of work, Laura's greatest joy is spending time with her six adult children and four grandchildren.

Elizabeth Morley is Principal Emerita of the Dr. Eric Jackman Institute of Child Study Laboratory School at the Ontario Institute for Studies in Education, University of Toronto. She serves as Chair of the International Connections Committee of the International Association of Laboratory Schools and is IALS's Past President. She is a visiting scholar at Kobe Shinwa University in Japan where she has been involved in the education of teachers and in researching Lesson Study. With an IALS Research Grant, Ms. Morley studied the teaching of Haiku poetry in second language classes in Canada and Mexico. She is a Co-Editor of a journal for educators, published at New York's Teachers College, Columbia University. She was part of a team that published a book, Natural Curiosity: Building Children's Understanding of the World Through Environmental Inquiry, about the Jackman ICS Lab School's inquiry-based approach to teaching and learning. The book is in the hands of teachers in every school in Ontario, Canada, and other schools worldwide.

Dr. Eric Kirkman is an Assistant Professor and the Director of the Kilby Laboratory School located at the University of North Alabama. Dr. Kirkman is entering his 21st year of education after serving as a Band and Choral Director, Career Tech Director, vice-principal, and principal. Throughout his career, Dr. Kirkman has served as a teacher and administrator at the elementary, middle, and high school levels. Under Dr. Kirkman's leadership, Kilby Lab School has earned numerous awards and recognitions (99 out of 100 on the Alabama State Report Card). Kilby is also a National Blue Ribbon Lighthouse School of Excellence. Dr. Kirkman currently teaches Instructional leadership courses in the College of Education at the University of North Alabama in addition to his Director duties. He is married to Dr. Tera Kirkman, and they have two sons, Jalen and Justin.

Jill Sarada is the Director of Falk Laboratory School, University of Pittsburgh, Pennsylvania. Prior to this role, she served two years as the Assistant Director, three years as the Director of Admissions and Community Partnerships, and 18 years as a kindergarten teacher. In addition to her work for Falk, she teaches classes for the School of Education at the University of Pittsburgh. She has served as a mentor teacher to students and colleagues for over 20 years. 

Jill is a Past President, 2016, and has been a Board member since 2013. She is a founding member of the Pittsburgh Alliance of University Schools, an organization that brings together the five university-affiliated schools within the city of Pittsburgh. She actively supports learning and collaboration among the teachers beyond lab schools through partnerships with Pittsburgh Public Schools. She holds an EdD student in School Leadership from the University of Pittsburgh's School of Education.

Karnnapat Bestall is an Assistant Director of Srinakharinwirot University: Prasarnmit Demonstration School (Elementary) in Bangkok, Thailand, overseeing the International Programme and International Affairs. She holds a B.Ed. in English Education from Srinakharinwirot University and an MBA in Education Leadership and Management from Canterbury Christ Church University, UK.

A passionate advocate for global education collaboration, Karnnapat has successfully partnered with schools and universities across China, Japan, Spain, the United States, the United Kingdom, Australia, and Denmark. She has spearheaded numerous initiatives, including student exchange programmes, international student teacher placements, and cross-cultural learning opportunities. These efforts not only broaden horizons for students and educators but also strengthen institutional ties and promote global citizenship.

Karnnapat believes that education is the key to unlocking global potential and bridging divides. She sees education as the cornerstone for meeting the world—empowering individuals to explore beyond borders, embrace diversity, and engage meaningfully with global challenges. Through her leadership, she aims to inspire others to see education not just as a tool for academic achievement but as a transformative journey that shapes empathetic, active global citizens.

Karnnapat is also a PhD student in the Social Management programme at Srinakharinwirot University, focusing on education, sustainability, and social development.

Tomoyo Mitsui is a professor in the Department of Psychology, Faculty of Letters, Kobe Shinwa University, and the dean of the Graduate School of Psychology and Clinical Studies at Kobe Shinwa University. She served as president of Kobe Shinwa University from 2018 to 2023. As part of her university reforms, she worked on curriculum reforms to train teachers to proactively address issues in the field of education. As part of these educational reforms, she participated in the Japan-OECD Collaborative Research Programme and conducted a series of practical studies on "inquiry-based learning" in collaboration with many teachers and researchers. In November 2024, she organized a joint session with IALS international tour members and the Japan-OECD Collaborative.

Tomoyo received her Ph.D. in Human Sciences from Kobe College Graduate School in 2007 and has been researching and practicing mental health improvement for children and adolescents for many years. She has researched the prevention of mental disorders in children and adolescents, especially eating disorders, and on mental health education in educational settings.

At the same time, as a clinical psychologist, she has been involved in psychological support and psychotherapy for children and adolescents in primary schools, child guidance centres, psychiatric and psychosomatic hospitals and university counselling centres.



She hopes to continue her practical research into the 'school of the future' from both an educational and psychological perspective, where pupils, teachers and school staff can all be happy.

Dr. Heidi Mouhu is a teacher of religion and psychology and a class teacher, teacher educator, and vice head of the primary school at the University of Jyväskylä Teacher Training School. She is also involved in developing supervisor training within eNorssi - a network of Finnish Teacher Training Schools. In her dissertation, she examined the negotiation of the professional identity of the teacher supervising the teaching practice in a teacher training school. She has participated in several international projects. She is also interested in developing well-being learning in the school context.

Proposed Changes to the Bylaws and 2025-2026 Budget