官宣！拥有近三十年经验的资深国际化教育专家邹菁校长出任彼一米森林学校执行校长兼小学部校长 I BeeMee Executive Principal

邹校长的教育生涯，是一部“扎根一线、持续突破”的国际化教育实践史。自1997年投身教育领域以来，她始终行走在国际化教育的前沿阵地，从教师到创校校长，从课程设计者到教育管理者，每一步都紧扣“孩子成长”与“教育创新”的核心。

邹校长曾先后任职于北京鼎石学校、苏州德威英国国际学校、杭州惠灵顿国际学校及杭州惠立学校等一流外籍人员子女学校及国际化双语学校，并在昆山狄邦华曜学校担任小学部校长，全程参与并领导该校小学部的创校、课程构建与团队发展工作。

在北京鼎石学校担任年级组长与班主任期间，她深入教学一线，构建支持型学习社区，主导设计教师专业发展工作坊与评估体系。在苏州德威英国国际学校担任中文负责人期间，她成功推动中国文化课程有机融入国际课程框架，并带领团队通过国际学校理事会（CIS）认证。在杭州惠灵顿国际学校和杭州惠立学校担任双语部及国际部小学副校长期间，她统筹日常教学运营，建立起高效的家校共育机制。

在昆山狄邦华曜学校担任创始小学校长期间，邹校长在疫情期间成功领导学校启动与运营，不仅实现招生与教师保留率的双达标，更构建了融合中美教育标准的课程体系，创立贯穿校园文化的学者领导计划与传统活动，为学校奠定坚实的学术与社区基础。

邹校长始终保持“终身学习”的姿态，持有中国小学校长任职资格证书，拥有国际文凭小学项目（IB PYP）官方专业认证，并毕业于中国科学院教育与发展心理学研究生课程。目前，她正进修脑科学课程，并取得中国心理协会认证的沙盘疗愈师与心理咨询师资格。这种横跨教育、心理学与脑科学的复合知识结构，使她的教育管理兼具科学理性与人文关怀。

教育不是标准化的生产，而是个性化的唤醒——每个孩子的成长节奏、兴趣天赋都值得被看见，而我们要做的，是搭建科学的框架、提供适宜的土壤，让他们成为最好的自己。

在邹校长看来，“以孩子为中心”不是口号，而是贯穿课程、教学、管理的系统实践：

• 从课程设计上，她拒绝“语言交替的表面双语”，主张“双语是学术研究与文化理解的工具”——例如在昆山狄邦华曜，她主导的融合课程不仅让学生用双语学习学科知识，更通过“中美节日对比”“本土文化探究”等项目，培养学生“用双语思考、用多元视角理解世界”的能力。

• 从教学管理上，她重视“脑科学与课堂的结合”，认为“专注力、社交力的培养要从小抓起”，这与彼一米“无手机校园”守护真实互动、培养深度思考的理念不谋而合。

• 从评价体系上，她反对“唯分数论”，主张“过程性评估与总结性评估并重”，通过观察记录、项目成果、同伴反馈等多维度数据，全面捕捉学生的成长轨迹。

同时，她坚信“教育是多方协同的生态”：

• 对教师，她强调“专业成长与价值认同并重”，通过“招聘——培训——发展”的一体化机制，让教师不仅是知识的传授者，更是孩子成长的陪伴者。

• 对家长，她倡导“共育而非对立”，认为“学校与家庭的同频，是孩子成长的最大助力”——这一理念，与彼一米“紧密家校沟通”的传统完美呼应。

加入彼一米后，邹校长将围绕“学术优化、教师成长、家校共育、个性化支持”四大核心，四位一体将自身经验与彼一米特色深度融合，推动教育理念从“愿景”走向“日常”，她将重点推动以下方面的落地实施。

以彼一米“国家课程为基、国际理念为核”的课程框架为基础，重点推进“小学课程进阶设计”，搭建清晰、连贯、可持续的双语学习路径，强化概念驱动与能力导向的教学模式，实现国家课程与IB PYP国际框架的深度融合，让学习更具系统性与成长性。

打造高素养、高协作、高信任的教学团队，通过系统化教研机制与精准化专业成长支持，持续提升教育教学品质，让每一位中外籍教师都能在专业道路上稳步前行，收获职业价值。

建立常态化、结构化的家校沟通平台，推动家庭与学校在教育理念、学习支持与成长评估上同频共振，凝聚教育合力，为孩子成长保驾护航。

推行“个性化精准模拟”项目，结合学业评估、潜能识别与生涯启蒙，助力学生明晰优势、规划路径，实现真正意义上的因材施教，让每个孩子都能在适合自己的赛道上发光发热。

Principal Zoe's career is a history of hands-on, continuously groundbreaking practice in international education. Since entering the field in 1997, she has remained at the forefront of international and bilingual education. From teacher to founding principal, from curriculum designer to educational administrator, every step has been closely tied to the core of "child development" and "educational innovation."

She has held positions at top-tier international schools and foreign national schools, including Keystone Academy Beijing, Dulwich College Suzhou, Wellington College International Hangzhou and Huili School Hangzhou. Most recently, she served as the Founding Primary School Principal at Dipont Huayao Collegiate School Kunshan, where she was fully involved in and led the school's establishment, curriculum construction, and team development for the primary division.

During her time as Grade Level Leader and Homeroom Teacher at Keystone Academy Beijing, she immersed herself in the classroom, built supportive learning communities, and led the design of professional development workshops and assessment systems. As Chinese Coordinator at Dulwich College Suzhou, she successfully facilitated the organic integration of Chinese cultural studies into the international curriculum framework and led her team through the Council of International Schools (CIS) accreditation process. As Vice Principal of the Bilingual and International Primary Divisions at Wellington College International Hangzhou and Huili School Hangzhou, she oversaw daily teaching operations and established an effective home-school collaboration mechanism.

As the Founding Primary School Principal at Dipont Huayao Collegiate School Kunshan, Principal Zoe successfully led the school's launch and operations during the pandemic. She not only achieved dual targets for student enrollment and teacher retention but also built a curriculum system integrating Chinese and American educational standards. She established scholar leadership programs and school traditions that fostered campus culture, laying a solid academic and community foundation for the school.

Principal Zoe maintains a "lifelong learner" mindset. She holds an Chinese Primary School Principal Qualification Certificate, official professional certification in the International Baccalaureate Primary Years Programme (IB PYP). She is a graduate of the Graduate Program in Education and Developmental Psychology from the Chinese Academy of Sciences. Currently, she is furthering her studies in brain science courses and has obtained qualifications as a Sandplay Therapist and Psychological Consultant certified by the Chinese Psychological Association. This composite knowledge structure spanning education, psychology, and brain science allows her educational leadership to balance scientific rationality with humanistic care.

Education is not standardized production but personalized awakening – every child's growth rhythm, interests, and talents deserve to be seen. Our role is to build a scientific framework and provide suitable soil for them to become their best selves.

For Principal Zoe, "child-centered" is not a slogan but a systematic practice permeating curriculum, teaching, and management:

• In curriculum design, she rejects "superficial bilingualism of language alternation," advocating that "bilingualism is a tool for academic research and cultural understanding." For example, at Dipont Huayao Collegiate School Kunshan the integrated courses she led not only enabled students to learn subject knowledge bilingually but also, through projects like "Sino-US Festival Comparisons" and "Local Cultural Inquiry," cultivated students' ability to "think bilingually and understand the world from multiple perspectives."

• In teaching and management, she emphasizes the "integration of brain science and the classroom," believing that "cultivating focus and social skills should start early." This aligns perfectly with BeeMee's "device-free campus" philosophy, which safeguards genuine interaction and fosters deep thinking.

• In the assessment system, she opposes the "score-only mentality," advocating for "balancing formative and summative assessments." She utilizes multi-dimensional data like observation records, project outcomes, and peer feedback to comprehensively capture students' growth trajectories.

Simultaneously, she firmly believes that "education is a collaboratively synergistic ecosystem":

• For teachers, she emphasizes "balancing professional growth with value recognition." Through an integrated "recruitment – training – development" mechanism, she ensures teachers are not just knowledge transmitters but also companions in children's growth.

• For parents, she advocates for "collaboration over opposition," believing that "the resonance between school and family is the greatest support for a child's growth." This philosophy perfectly echoes BeeMee's tradition of "close home-school communication."

Upon joining BeeMee, Principal Zoe will focus on four core areas – "Academic Optimization, Teacher Growth, Home-School Collaboration, and Personalized Support" – deeply integrating her experience with BeeMee's unique characteristics to translate educational philosophy from "vision" into "daily practice." She will prioritize driving the implementation of the following aspects.

Building upon BeeMee's "National Curriculum as the Foundation, International Philosophy as the Core" framework, she will focus on advancing "Primary School Curriculum Progression Design." This involves building clear, coherent, and sustainable bilingual learning pathways, strengthening concept-driven and competency-oriented teaching models, and achieving deep integration between the National Curriculum and the IB PYP international framework, making learning more systematic and growth-oriented.

Cultivating a highly qualified, collaborative, and trusting teaching team. Through systematic teaching research mechanisms and targeted professional growth support, she will continuously enhance the quality of education and teaching, enabling every Chinese and international teacher to progress steadily on their professional path and gain a sense of vocational value.

Establishing regular, structured home-school communication platforms to promote resonance between families and the school regarding educational philosophy, learning support, and growth assessment, consolidating educational synergy to safeguard children's development.

Implementing a "Personalized Precision Modeling" project. By combining academic assessment, potential identification, and career exploration, she will help students clarify their strengths, plan their paths, and achieve truly individualized education, allowing every child to shine in the lane most suitable for them.