Our GOER Online Accreditation Panelists
Our accreditor panelists are passionate about helping institutions reach their full potential by ensuring they meet the GOER academic standards.
Balwinder Kaur
Educational Background:
BSc Geography – Kingston University, UK
PGCE Secondary Geography – Institute of Education, UCL, UK.
About Me:
With over 14 years of experience in education, I have taught Geography since 2010 across a range of settings, including mainstream schools, international institutions, and homeschool environments. I have also supported homeschooled students using online learning platforms, giving me deep insight into the strengths, gaps, and evolving needs of digital education.
I’m passionate about raising the standards of online learning. Having seen both the opportunities and challenges students face in digital environments, I believe in the importance of quality assurance, inclusive design, and learner-first thinking. Goer offers a chance to influence the future of education in a meaningful way, and I’m excited to contribute to a platform that values impact, equity, and excellence in online learning.
Joe Fielder
Educational Background:
About Me:
Currently working as a headteacher in a two form entry primary school in London, I have 15 years of leadership experience in education, working in maintained and international private schools. Having worked in schools which cater for children as young as 3 up to the age of 18, I understand the developmental journey which children go on through their time in education and relish seeing them grow and flourish under my leadership.
Due to my passion for driving standards in teaching and learning, I ensure the most up to date evidence-based research is used to drive continuous improvement in my schools. I am committed to leadership development at all levels and have expertise in strategic planning and change management. My masters dissertation on the impact of vision and values in educational settings led to me reshaping the core values of three schools, involving both behaviour and academic outcomes.
Values-based leadership is at the heart of my approach to empowering others in order to achieve the best possible outcomes for students.
Having lived, worked and studied in three different European countries, I understand the importance of contextual differences in schools and how cultural capital can shape the development of young people.
In addition to my experience as a headteacher in two different local authorities in the UK, I have also held the position of governor in an international school in Portugal as well as a primary school in Essex, England.
Danny Steadman
Educational Background:
About Me:
I am a Deputy Head of School with 12 years of experience in education, including 6 years as part of a Senior Leadership Team and 8 years working in British International Schools. As a forward-thinking practitioner, I am deeply committed to aligning a school’s mission and vision with the culture it aspires to create—believing that real school improvement begins with clarity of purpose and a shared sense of values.
I believe that staff and students alike must embrace the transformative potential of Artificial Intelligence in education. When used thoughtfully, AI can support personalised learning, enhance teaching efficiency, and prepare students for the demands of a rapidly evolving world.
Inspired by the principles in Legacy by James Kerr, I am guided by the belief that:
“If you’re not growing anywhere, you’re not going anywhere.”
This mindset of constant growth and evolution underpins my leadership style and my commitment to building schools where innovation, integrity, and community.
Harriet Skinner
Educational Background:
BSc Geography with Study Abroad – University of Exeter, UK (2013)
Postgraduate Diploma in Outdoor Education University of Edinburgh, UK (2015)
PGCE Secondary Geography – UCL Institute of Education, UK (2017)
About Me:
I have 10 years of experience in education and have spent the past 5 years as Head of Geography at a Swiss international school. My academic background combines a strong foundation in Geography with a focus on experiential and outdoor learning, which has shaped my teaching philosophy and approach.
Throughout my career, I have led the development of dynamic and engaging Geography curricula, placing an emphasis on real-world relevance, inquiry-based learning, and critical thinking. Working in an international context has allowed me to support students from diverse backgrounds and collaborate with colleagues across various educational systems.
I’m excited to join Goer to contribute to the advancement of high-quality Geography education, share best practices from international teaching, and help promote the importance and visibility of Geography in a global learning community
Steven Perrin
Educational Background:
BA Fine Art – University of Central Lancashire (UCL) UK
PGCE Secondary Education – The University of Manchester
About Me:
With over two decades of experience across public and private education sectors, including 16 years as Head of Department in international schools, I have consistently led high-performing teams and shaped curriculum delivery across multi-campus environments. My leadership has involved strategic oversight of curriculum quality, lesson observation, and staff development to ensure pedagogical consistency and drive student success across approximately 2,000 learners.
Though my roots lie in the creative arts, I’ve worked extensively across disciplines, applying universal teaching principles such as differentiation, curriculum coherence, and assessment for learning. My departments have delivered outstanding academic results, including students achieving top international grades in Art and Design. My leadership style prioritizes clarity, structured guidance, and a commitment to continuous professional growth through mentorship and reflective practice.
I also bring significant experience in online education, particularly with A Level and IB programs for global cohorts. This has strengthened my insight into virtual pedagogy and assessment. As an assessor panellist, I evaluate teaching with a focus on objectivity, student impact, and instructional excellence, supported by a collaborative ethos and a passion for educational quality.
Charlotte Lane
Educational Background
BA Business Management – The University of Birmingham, UK
PGCE Primary Education with MFL (French) – Manchester Metropolitan University, UK
About Me:
My journey in education began at 16 when I launched a children's gymnastics club and later became a children’s swimming instructor. It was no surprise that I then went on to complete my PGCE in Primary Education in 2006 and have since spent 19 years teaching in diverse primary school settings across the UK, France, Hong Kong and Switzerland. This includes UK independent schools, international and bilingual immersive environments and extensive online learning provision.
My experience with online education, particularly during periods of social unrest and the pandemic, has given me unique insights into both the exciting opportunities and the challenges it presents for learners and institutions. I'm thrilled to collaborate with GOER to champion the provision of world class, safe, meaningful, and inspiring learning experiences, especially as education enters such a dynamic period of change and opportunity.
Philip Staeber
Educational Background:
BA Geography and Social Studies - University of Cologne, Germany.
Master of Education Geography and Social Studies- University of Cologne, Germany.
About Me:
Despite being a relatively young teacher, I have already gained valuable teaching experience abroad in both China and Thailand. In addition to my Master, I joined several PD courses for develop my Geography teaching skills with Cambridge and AP Curriculum.
I wanted to join Goer because I want contribute to international teaching content and improve the visibility of Geography.
Paul Venter
Educational Background:
About Me:
Paul Venter is an award-winning educator based in Norway. He serves as an IB Coordinator, Continuum Workshop Leader, and representative for over 50 IB programmes through the Norwegian IB Schools Association. Over a decade of senior leadership experience, Paul has led schools through IB authorisation and evaluation processes in diverse international contexts.
He is the author of Cutting Through the Clutter: A Teacher’s Guide to the Age of AI, which explores practical, ethical strategies for integrating emerging technologies in education. Through his initiative “Just Paul,” he encourages educators to lead with authenticity, humility, and courage, amplifying the voices of those who quietly drive meaningful change.
Paul joined GOER because he believes in the urgent need for trustworthy, ethical, and globally aligned online education.
“I’ve worked with schools worldwide and seen how important transparency and learner protection are, especially in virtual spaces. GOER is setting the standard for quality in online and blended learning, and I’m proud to contribute to that global effort.”
ESTHER POU
Educational Background:
BA in Language and Literature Studies (Filología) – University of Barcelona, Spain
Postgraduate Diploma in Intercultural Communication – University of Barcelona, Spain
MA in Gender Studies: Women, Development and Cultures – University of Barcelona &
UVic-UCC, Spain
Diploma of Advanced Studies (PhD Programme) – UVic-UCC, Spain
PGC Secondary Education – University of Barcelona, Spain
About Me:
With over 20 years of experience in education, I have had the privilege of teaching and
leading in a variety of academic contexts across the UK and Spain — from higher education
roles at Queen Mary University and the LSE Language Centre in London, to leadership
positions including Head of Languages and Directora Técnica at British College of Gavà.
This September, I will begin a new chapter as Deputy Head at Ágora Barcelona International
School, continuing my commitment to high-quality, student-centred education in an
international setting.
My academic and professional journey has been driven by a deep passion for languages,
literature, and communication. As an IB teacher of both Spanish and Catalan, I believe in the
power of language to transform lives: to give voice, to empower, and to connect. Language
is not simply a subject — it is the foundation of how we think, relate, and navigate the world.
In an age where artificial intelligence, media saturation, and social platforms are reshaping
how young people express themselves, strong oral and written communication skills have
never been more vital. I see language education as a key tool in developing confident,
empathetic, and critically-minded individuals who are equipped to succeed in a complex
global society.
Throughout my career, I’ve worked to uphold academic standards while remaining
responsive to the realities of contemporary education. My interest in the intersections
between pedagogy, culture, and technology has led me to develop courses, contribute to
research, and train teachers in areas such as differentiated learning and online assessment.
I’m particularly interested in how online education can offer flexible, inclusive pathways to
learning — but only when paired with quality assurance, effective resources, and clear
standards of communication and accreditation.
For these reasons, I’m excited to contribute to the work of GOER in supporting high
standards in online education worldwide. As a language and communication specialist, I see
clear and meaningful links between GOER’s regulatory focus and the skills that empower
learners to participate fully and authentically in online environments. I hope to share insights
from my international experience and help promote a vision of education where language is
not just a tool, but a transformative force for equity and engagement.
Simon Lightman
Educational Background:
BA in Continental Philosophy (University of Essex), PGCE in Religious Education (Roehampton University), currently completing an MA in Global Learning (UCL, expected 2026)
About Me:
Simon Lightman is an award-winning educator, systems thinker, and strategic advisor with extensive experience across independent, international, and cross-sector education settings. He is Co-Chair of SEEd (Sustainability and Environmental Education), a Freeman of the Worshipful Company of Educators, and founder of the City of London Youth Natural Environment Board. Simon has led whole-school transformation projects, national youth leadership initiatives, and curriculum design processes with a focus on sustainability, citizenship, ethics, and epistemic justice. His work brings together pedagogical integrity, institutional change, and learner voice to support high-quality, future-facing education.
I joined GOER because I believe that rigorous, values-led accreditation is essential to ensuring both quality and trust in online and blended learning environments. GOER’s holistic approach, particularly its commitment to safeguarding, pedagogical excellence, and ethical governance, aligns closely with my values. At a time when education must evolve to meet the opportunities and demands of a fast-changing world, I’m excited to contribute to a process that supports institutions not only in meeting standards, but in reimagining what meaningful, inclusive, and adaptive learning can be.