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職務(wù)：深圳瑞得福學(xué)校 校長

國籍：加拿大

學(xué)歷：美國常青藤名校--哥倫比亞大學(xué)教育技術(shù)學(xué)碩士學(xué)位
          英國牛津大學(xué)碩士學(xué)位

Stephen Pellerine 擁有近30 年的教育行業(yè)經(jīng)驗，所擔(dān)任的大多數(shù)職位都與教育和領(lǐng)導(dǎo)有關(guān)。他于 1995 年開始了他的教育職業(yè)生涯，當(dāng)時他是坦桑尼亞一所國際學(xué)校的校長。隨后他移居日本，在日本北部 48 所學(xué)校擔(dān)任講師和地區(qū)導(dǎo)師，同時在 Shokei 大學(xué)任教。在日本待了將近 8 年后，他被邀請到中東擔(dān)任多個職務(wù)并提供教師培訓(xùn)活動。他曾與哈佛和斯坦福大學(xué)一起參與多項專業(yè)計劃，旨在為阿拉伯聯(lián)合酋長國的大學(xué)系統(tǒng)進(jìn)行教師培訓(xùn)。此外，憑借媒體藝術(shù)背景，他幫助開發(fā)了應(yīng)用傳播學(xué)位授予計劃。由于對理念教育和讀寫能力研究擁有強(qiáng)烈學(xué)術(shù)興趣，他專注于在埃塞俄比亞實驗測試獨特的教學(xué)理念，這段經(jīng)歷讓他得以進(jìn)入牛津大學(xué)，并在那里開始正式研究理念教育，以幫助風(fēng)險人群和促進(jìn)性別平等。他在牛津大學(xué)完成研究后，來到了中國的南方科技大學(xué)工作。

Stephen除了擁有美國常青藤名校--哥倫比亞大學(xué)的教育技術(shù)學(xué)碩士學(xué)位、英國牛津大學(xué)的碩士學(xué)位外，他還擁眾多多不同領(lǐng)域的學(xué)習(xí)文憑：攝影、時裝設(shè)計、化妝藝術(shù)、工程，同時，還是一名經(jīng)過認(rèn)證的游泳教練。

他喜歡跑步，曾經(jīng)是鐵人三項運動員（4 公里游泳、180 公里自行車、42 公里跑步）。他跑了超過 15 公里、42 公里的馬拉松和 3、50 公里以上的賽事。他今天仍然積極地參與跑步運動。他喜歡設(shè)計時裝、攝影，是一名業(yè)余的小說家，他還是一名鼓手，也喜歡擺弄吉他。

他的教育哲學(xué)是賦予每個學(xué)生權(quán)力，支持教師的主動性，并尋求成為教育系統(tǒng)的一部分，在這個系統(tǒng)中，課堂和學(xué)校整體形成的群體智慧由于學(xué)生和教師的多樣性得以蓬勃發(fā)展。

Stephen Pellerine now has 30 years in Education, and most roles were linked to Educational Leadership. He started his career in Education in 1995 where he was Headmaster of an International School in Tanzania. He then moved to Japan where he was both instructor and area mentor of 48 schools in North Japan, while at the same time lecturing at Shokei University. Following almost 8 years in Japan he found himself invited to the Middle East where he took on several roles, he integrated technology and provided teacher training activities. He had been in several professional initiatives with Harvard and Stanford Universities aimed at formal teacher development and system wide enhancement of a college system across the United Arab Emirates. Additionally, with a background in Media Arts he helped develop a Degree Granting Program in Applied Communications. Due to academic interests in alternative pedagogies and literacy studies he found himself in Ethiopia testing and trialing educational alternatives and this led him to a position at Oxford University where he went to formally investigate educational alternatives to assist at risk populations and to promote gender equity. He found himself at The Southern University of Science and Technology, in China following his research with Oxford. 
Academically Stephen attained his BA from Saint Mary's University in Halifax, Canada were he earned a double major in Psychology and Geography. During his undergraduate years at SMU he dove deep into human neuropsychology and memory and had volunteered for three years as a Psychiatric Assistant at local hospital. He then moved on to earn an MA in TESOL(looking at long-term memory in acquisition) with the University of Birmingham, an MA in Computing in Education (looking at how computers facilitate instruction) from Columbia University, and an MSc from Oxford (looking at alternative pedagogies and policy for educational intervention). He holds numerous diploma’s, from formal study, in different fields: photography, fashion design, make up art, engineering, and is a certified swim coach. 
Personally, he enjoys running and has a past of ultradistance sports as a former sponsored Ironman athlete (4 km swim, 180 km bike, 42 km run). He has run over 15, 42 km marathons and 3, 50km plus events. He is still an active runner today. He likes to design fashion, take photos, and is a novelist having written amateur-level fiction. He is an active drummer and enjoys tinkering with his guitar (the guitar is just for fun). 
His Educational Philosophy is one that empowers each individual student, supports teacher initiatives, and seeks to be part of systems in which the collective intellect of both the classroom and institute thrive from the learner and faculty diversity.