About Stephen

Dr. Stephen Robinson is a career educator with a global focus. He has served as a senior administrator in universities, headmaster of boarding schools, superintendent of a foreign bilingual school system, and has participated in a variety of educational consultation roles. Currently he is involved in a variety of consulting activities, yet his passion is in developing the Orbis Learner Community as a transformative model in addressing the educational needs of the world’s youth.

In recent years Stephen has served as a Strategic Consultant for Three W International, a premiere international student enrollment management company. In this role he is assisting with the development of bilingual schools in China, as well as assisting with program and partnership development within the United States.

From July 2015 to July 2019 he served as the Canon for Education and Superintendent of Schools for the Episcopal Diocese of Honduras. In this missionary assignment he has supported the bishop with the diocesan education programs, with a primary focus on strategic planning, system development, and leadership development within the seven bilingual schools of the diocese.

Since 2012 Stephen has participated in the Education Reimagined project of the Convergence Center for Policy Resolution. This project engaged 28 educational leaders from diverse backgrounds and positions to come together to create a Transformational Vision for Education in the United States. The Education Reimagined vision was published in September 2015 and he continues to serve on its advisory board.

Stephen was the president of the Southern Association of Independent Schools (SAIS) from July 2007 to June 2015. In this role he was the CEO of the largest independent school regional accrediting association in the US, serving and accrediting approximately 375 independent schools in 11 states and four countries. Prior to SAIS, he served as the headmaster of two independent boarding schools; Saddlebrook Preparatory School (FL) and The Orme School of Arizona.

Stephen’s career as an educator began as the director of student recruitment at Southern Nazarene University. This role was followed by positions as the director of student assessment and the director of graduate student services at Oklahoma State University; associate vice chancellor for enrollment management at the University of Nebraska-Kearney; and vice president for student affairs at Carl Albert State College.

Stephen earned a Bachelor of Arts degree in religious studies and music from Bethany Nazarene College, where he competed successfully as an intercollegiate basketball player. He also earned his Master of Arts degree in general education from Southern Nazarene University and a Doctor of Philosophy in applied behavioral studies in education from Oklahoma State University.

Post-doctoral studies have included Fulbright Fellowship, U.S. – German International Education Administrators Program, Germany; Wharton-IRHE Executive Education Program for the Knight Collaborative, The Wharton School, University of Pennsylvania; Institute for Independent School Leaders, Harvard Graduate School of Education, Harvard University; and the Leadership Development Program, Center for Creative Leadership.

Stephen’s approach to education is summarized by his long-standing educational philosophy;

There is no more noble or worthwhile endeavor than to teach youthful minds and share with them the mysteries revealed by history’s great thinkers; than to assist the youthful body to be strong and healthy in order to negotiate the physical challenges of life; than to shape the youthful spirit into a powerful force of faith dedicated to helping those unable to help themselves. Educators who recognize the triune nature of students and the need to fully integrate the mind, body, and spirit through a holistic educational process, more accurately understand the essence of education.

Stephen can best be understood in the introspective look at his on existence, beginning with the most basic identity to the more complex acceptance of his privilege and responsibility, entitled I Am: A Reflection on Identity, Privilege, and Responsibility.

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