About IALS
The International Association of Laboratory Schools (IALS) is an international association of university or college-affiliated schools engaged in practices of teacher training, curriculum development, research, professional growth, and educational experimentation for the purpose of supporting member’s schools, and as a voice speaking for the improvement of learning for all children.
Traditionally laboratory schools' commitment has been to assist in preparing teachers while delivering quality instructional programs for children in the classroom. These schools are affiliated with a college or university for specific purposes that go beyond the scope of traditional public and private institutions. Over the years, the laboratory schools have changed to reflect the diverse needs of the teaching professional and have often led the way in improving the science and art of teaching.
IALS was formerly NALS
After more than 50 years as the National Association of Laboratory Schools (NALS), and a brief period as NALS: The International Association of Laboratory and University Affiliated Schools, our organization's Board of Directors decided to change the name to the International Association of Laboratory Schools (IALS). The acronym IALS better reflects our current global membership and goals for future expansion. Under all three names, we intentionally take a very broad definition of "laboratory schools" as including campus-based schools, and others with diverse university affiliations, such as charter schools, professional development schools, child study institutes, research and development schools, etc.
To honor the long history and significant impact of the National Association of Laboratory Schools (NALS), we have preserved the name NALS on documents generated under that name. Notice the newsletter names on the Publications page as a clear example of that convention.
The Five Tenets of Lab Schools
1
Pre-Service
Educator Training
Integrated with University and College degree and diploma programs in education, Lab schools offer aspiring educators placements in quality educational environments in which they are observed and guided by experienced mentors. They provide opportunities for these adult students to observe, study, reflect on, and practice education theory, while integrating themselves into classroom environments alive with children.
2
Dissemination of Practice
Lab schools are known for providing high quality academic programs and act as model schools for the educational community. Their innovative and exemplary practices are sought after by pre-service and in-service educators, researchers, faculties of education, education ministers, and policy makers, both locally and globally. Dissemination efforts are broad and varied, encompassing such means as conference presentations, professional learning workshops, hosting onsite visits, curriculum development, website and social media posts, and printed publications. These avenues serve the public purpose of Lab Schools to improve education for all children.
3
Research and Professional Inquiry
Laboratory schools are committed to both formal research and professional inquiry, recognizing that each plays a crucial role in advancing education. We honor the phronesis, or practical wisdom, of our practitioner-scholars, understanding that the professional knowledge they cultivate through experience and reflection is as valuable as academic research. By integrating rigorous research with the lived expertise of educators, we create a dynamic environment where theory and practice inform and enrich each other.
4
Professional Learning
At the heart of the laboratory school's vision is a commitment to professional learning, a term we intentionally choose over 'development' to emphasize continuous growth and inquiry. Our approach to professional learning recognizes that it is deeply interconnected with professional inquiry, fostering a culture where educators engage in ongoing exploration and reflection. We are dedicated to addressing a broad spectrum of educational issues—global, national, local, and community-based—seeking common ground while valuing the diverse perspectives that each brings. In our lab schools, professional learning is an active, dynamic process, driven by a shared pursuit of excellence in education. By continuously asking 'why,' we challenge ourselves to expand the boundaries of educational capacity, ensuring that learning is always at the core of our practice. The environment of laboratory schools is that which welcomes questioning and researching to understand the needs of educators and learners.
5
Innovative Education
Lab school innovation is a dedication to advancing the science and art of teaching by continually developing and refining practices that respond to the evolving needs of students. A commitment to innovation means that our teaching methods are always learner-centered, prioritizing the holistic development of each child. By focusing on responsive, research-driven approaches, we lead the way in shaping the future of education.
Board of Directors
Meet Our Team
Executive Director
Nicolás Ramos
Nicolás Ramos is Assistant Professor at the University of Puerto Rico Secondary School. He has worked at the lab schools since the fall of 2002. In 2007 he was appointed Director and he held that position until August 2014. Since then, he has been teaching English at the Secondary School. He has worked with student-teachers for over 15 years and currently teaches a seminar on Legal Aspects of Education at the College of Education. Nicolás has served on the IALS Board of Directors since 2008 and hosted the Annual Conference in 2016. When not teaching at the school, Nicolás enjoys sightseeing and traveling.
School Affiliation:
University of Puerto Rico Secondary School
President
Abigail Comber
Abigail Comber was born and raised just outside of Portland, Oregon. She earned Bachelor and Master degrees in English from Portland State University, and earned a Master’s in Education from Pacific University. Her first teaching position was at Eastside Catholic High School near Seattle, Washington. It was her time teaching at this small, innovative school that 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.
School Affiliation:
Burris Laboratory School,
Ball State University
Past-President
Ceceile Minott
Ceceile Minott is the Head of the Caribbean Child Development Centre and the Director for the Consortium for Social Development and Research, The University of the West Indies Open Campus.
Mrs. Minott academic interest centres on education and counselling particularly at the early childhood and adolescent levels and have published in these areas in peered review journals. She lead the team that developed the first Laboratory Preschool in Jamaica, the Continuing Education Programme in Early Childhood Education being offered in the Caribbean region as well as the first online MPhil/PhD in Child, Adolescent and Youth Studies for The University of the West Indies Open Campus.
Mrs. Minott has served on a number of technical committees both nationally and regionally to inform policy and holds a Master in Education with specialization in Counselling from the University of South Florida, Tampa, Florida, USA.
School Affiliation:
Caribbean Child Development Centre at The University of the West Indies Open Campus
President-Elect
Heidi Mouhu
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.
School Affiliation:
University of Jyväskylä Teacher Training School
Secretary
Laura M. King
Dr. Laura M. King is an Associate Professor in the School of Education at Northwest Missouri State University in Maryville, Missouri, where she teaches courses in Early Childhood and Elementary Education. From 2014 to 2023, she served in multiple roles at the university’s Horace Mann Laboratory School, first as a classroom teacher (2014–2018) and later as Director (2018–2023). Her research interests include foundational reading development, multiage classrooms, the Reggio Emilia Approach, and the role of laboratory schools in recruiting and retaining teacher candidates. Outside of her professional work, Dr. King finds her greatest joy in spending time with her adult children and grandchildren.
School Affiliation:
Horace Mann Laboratory School, Northwest Missouri State University
Board Member
Chriss Bogert
Chriss Bogert is the Vice-Principal at the Dr. Eric Jackman Institute of Child Study Laboratory School (JICS), University of Toronto. Chriss graduated from the teacher education program at JICS in 1994 and has since been an educator, parent, and administrator at the Lab School. She first taught Junior Kindergarten for the Lab School at the University of Western Ontario, and worked as a supply teacher for public schools, before returning to teach the Nursery program at JICS. Chriss was the Teacher Librarian and Technology Integrator for 5 years, and also served as Vice President and President on the JICS Parents’ Association. A long-time proponent of the importance of supporting educational research, Chriss has served as the research coordinator for many years, and chairs the Child Research Review Committee for the Lab School. She has been dedicated in her role as Vice Principal to fulfill the purpose of the lab school through seeking out and supporting collaborations with other researchers and educators. Chriss is also a student in the EdD in Child Study and Education program at JICS studying how to best foster engagement and motivation with learning, through a children’s rights lens.
School Affiliation:
Dr. Eric Jackman Institute of Child Study Laboratory School at the University of Toronto
Board Member
Eric Kirkman
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. Over the span of 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.
School Affiliation:
The Kilby Laboratory School located at the University of North Alabama
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Board Member
Jill Sarada
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 served as 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 works to support learning and collaboration among the teachers beyond lab schools through partnerships with Pittsburgh Public Schools. She is currently an EdD student in the School Leadership Program at the University of Pittsburgh’s School of Education.
School Affiliation:
Falk Laboratory School, University of Pittsburgh
Board Member
Elizabeth Morley
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, Canada. She serves as Chair, International Connections Committee of the International Association of Laboratory Schools and is an IALS Past President. She has been a visiting scholar at Kobe Shinwa University in Japan
where she has been involved in the education of teachers and in researching Lesson Study and is Honorary Principal of one of their lab schools. She is a Co-Editor of Klingbrief, a journal for educators, published at Teachers College, at
Columbia University. With a grant from IALS, she studied Haiku poetry in schools in Japan, Canada, and Mexico. She was part of a team that published a book, Natural Curiosity: Building Children’s Understanding of the World Through
Environmental Inquiry about the inquiry-based approach to teaching and learning at the Jackman ICS Lab School. She is fortunate to have visited lab schools in China, Taiwan, Japan, Germany, England, USA, Canada, Thailand, and Mexico. She enjoys volunteering with the Volunteer Readers Programme in high-needs schools in Toronto, helping young readers learn to love books.
School Affiliation:
Dr. Eric Jackman Institute of Child Study Laboratory School at the University of Toronto
Board Member
Timo Zenke
Dr Christian Timo Zenke is Professor of Innovation and Transfer in Education Systems at the Institute of Educational Science at RWTH Aachen University (Germany) where he works closely with RWTH's University School. Prior to his move to Aachen, he was Deputy Head of the Laboratory School Research Unit at Bielefeld University. In his work, he focuses on topics such as inclusion, democratic education, and classroom design. He is also the initiator of the EU-funded Erasmus+ project "LabSchoolsEurope: Participatory Research for Democratic Education."
School Affiliation:
RWTH Aachen University
Board Member
Barbara Meyer
Dr. Barbara Meyer is an Associate Professor in the School of Teaching & Learning at Illinois State University, Normal IL, USA. She served as Acting Director for the Illinois State University Laboratory Schools from June 2020 until June 2022. She also served as Associate Dean for the College of Education from 2014-2023. She teaches courses in Secondary Teacher Education and Curriculum. Dr. Meyer's research focus is on University Laboratory Schools in the United States and Instructional Methods for the high school classroom.
School Affiliation:
School of Teaching and Learning,
Illinois State University
Board Member
Karnnapat Bestall
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.
School Affiliation:
Srinakharinwirot University: Prasarnmit Demonstration School (Elementary)
Board Member
Tomoyo Mitsui
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.
School Affiliation:
Kobe Shinwa University