ETU Education began as an education innovation project with its founding roots in both Silicon Valley and Beijing. ETU strives to offer student-centered, whole-person education.  We do this by combining progressive pedagogy with social-emotional learning, project-based learning, and real-world connections with China’s culturally-rich curriculum. ETU School has dedicated itself to developing global citizens and lifelong learners. Through high self-efficacy and innovative spirits, ETU students bring a passion for creating change in their communities.  In curriculum design, we do more than deliver a body of knowledge to our students — we expand their humanity. By teaching young people to appreciate what is beautiful in art, society, and nature, we help them discover what makes life truly worth living. 

ETU has constructed a student competency framework based on our core values and learner’s profile.  The model emphasizes lifelong learning, self-efficacy, innovation, and passion for making change. The frame has five core competencies, which extend and subdivide into 19 sub-competencies.  Each skill attaches to a detailed rubric indicating grade-appropriate student behavior or performances. 


Utilizing China’s National Curriculum Standards, ETU Education is developing an international curriculum integrating leading pedagogies from around the world with student-centered education practices. The pedagogies present in our classroom teaching include project-based learning based on the United Nation’s 17 Sustainable Development Goals (SDGs), an immersive English program, and social-emotional learning. 

Our personalized, whole-person assessment system powers ETU education. Rather than only assessing students’ work, ETU assessment is more focused on student progress, development, and performance.  Assessment bases around ETU’s student core competency rubrics and powered by ETU’s IT platform. 

The assessment at ETU is comprised of many aspects.  Teachers document student growth in multimedia format via ETU’s IT platform amRhino.   Students exhibit their projects and lead conferences to reflect on their learning.  Lastly, a comprehensive assessment report covers both the academic and non-academic performance of the student. We hope such a complete and descriptive assessment can help students see their growth and standing.  It should also serve to identify the strengths that they could use on the path to lifelong learning. 

Our personalized, whole-person assessment system powers ETU education. Rather than only assessing students’ work, ETU assessment is more focused on student progress, development, and performance.  Assessment bases around ETU’s student core competency rubrics and powered by ETU’s IT platform. 

The assessment at ETU is comprised of many aspects.  Teachers document student growth in multimedia format via ETU’s IT platform amRhino.   Students exhibit their projects and lead conferences to reflect on their learning.  Lastly, a comprehensive assessment report covers both the academic and non-academic performance of the student. We hope such a complete and descriptive assessment can help students see their growth and standing.  It should also serve to identify the strengths that they could use on the path to lifelong learning. 

Professional Development system for teachers

ETU offers a holistic assessment and a certifying mechanism for teachers based on five aspects of their role (curator, expert, facilitator, coach, and advocate). This assessment helps guide their efforts in personal and professional development. 

 ETU is also building a professional development system for teachers by leveraging the wealth of professional development know-how in the private sector. Over the past three years, ETU’s professional development system has not only enabled our teachers to realize their professional and personal growth and development, but also provides these training programs to public school and rural school teachers. As of today, ETU’s teacher’s professional training program has benefited more than 3000 teachers from various backgrounds across China. 

Professional Development system for teachers

ETU offers a holistic assessment and a certifying mechanism for teachers based on five aspects of their role (curator, expert, facilitator, coach, and advocate). This assessment helps guide their efforts in personal and professional development. 

 ETU is also building a professional development system for teachers by leveraging the wealth of professional development know-how in the private sector. Over the past three years, ETU’s professional development system has not only enabled our teachers to realize their professional and personal growth and development, but also provides these training programs to public school and rural school teachers. As of today, ETU’s teacher’s professional training program has benefited more than 3000 teachers from various backgrounds across China. 

ETU has an excellent team of 37 Chinese and foreign teachers. Among them, there are senior teachers from public, private or international schools, gold-medal lecturers from educational institutions, graduates from international elite schools, and young educational explorers and practitioners who have served as service teachers. The goal and philosophy of ETU is “cultivating global citizens who are inner fullness, rooted China and embraced the world”. EUT has the support system of all-round empowerment teachers,which brings together outstanding teachers from different backgrounds and cultures to make ETU the best school of children. We respect the children’s natural growth and development rules, advocating the generation education with the goal of “all-person” training. We stimulate and protect the inner driving force of children in individualized and interdisciplinary teaching practice. Let our children calmly face, protect and create a future world that is unpredictable but destined to be continuously integrated and connected with healthy body, optimistic mind and “lifelong learning” mentality in more than ten years.

Vice Principal of teaching and research

Bradley Walsh

The deputy principal of ETU is responsible for the construction of teachers’ learning network community PLC, and cooperates with the principal to carry out the research and construction of the school teaching system. Brad has made great contributions to the teaching system and the teacher development system since joining ETU in November 2016. Brad has 11 years of cross-regional first-line teaching experience, and has in-depth research and rich practical experience in STEAM, PBL, SEL and other curriculum design fields. Before joining ETU, he served as teaching director of Raising Culture and Aitupo . Brad has a master degree in Education Management and Leadership of Roehampton University and a Master degree in Special Education of National Taiwan Normal University.

Executive Principal of ETU Guangzhou

Li Zhiwei

He is currently the Executive Principal of ETU Guangzhou and the core member of the PBL curriculum development team. He has been awarded the honorary title of teacher by the 21st Century Institute of Education. Before joining ETU, he joined the Beautiful China Public Welfare Organization and taught in remote mountainous of Yunnan for two years. After returning to Beijing, he joined ETU Beijing as a science teacher. Mr. Zhiwei has many years of experience in STEAM, Creator and PBL education. He has been invited to conduct M.I.T Creator Education Teacher Training for Tsinghua University primary school, No.8 Middle School, Fengtai, Beijing and many other schools; and to conduct Creator Course and Summer Camp for Beijing No.4 High School and The High School Affiliated to Beijing Normal University. Mr. Zhiwei holds a master degree of Beijing University of Chemical Technology.

Leader of Language Teaching and Research Group

He Ye

The head of ETU Language Teaching and Research Group has rich experience in Chinese subject education and teaching, strong educational feelings and rich team management ability. Teacher He has taught in two primary schools in Haidian District of Beijing. She has 14 years of teaching experience in primary school and has the title of senior primary school teacher. She has been voted the subject leader in Haidian District of Beijing. And graduated from Beijing Normal University major in Chinese Language and Literature.

Leader of mathematics teaching and research

Wang Fangjie

As a team member of the founding school team and the head of the mathematics teaching and research group, Fangjie has made outstanding contributions to the construction of the mathematics curriculum system and the exploration of the subject in the past two years. Fangjie has more than ten years of primary school mathematics teaching experience, as well as rich teaching experience and innovative teaching concepts. Fangjie has taught in two primary schools in Haidian District of Beijing, and has won many course competition awards. She graduated from North China University of Technology major in mathematics and applied mathematics.

Head of English Department, Upper Elementary

Rojas Saenz Federico

Mr. Fred holds a Bachelor of Arts (BA) degree from the University of Maastricht with majors in Law and Political Science and minors in History and Education. He holds a Master of Laws (LLM) degree from the University of Amsterdam and a Master of Science (MSc) in Public Administration from Leiden University. Prior to joining ETU, Fred taught for 5 years in schools such as Pedder College, where he also worked as a curriculum coordinator. Fred joined ETU in 2017 and worked as an English teacher in grades three and four. This semester, Mr. Fred will be an English teacher in grades three and five. Fred is also the department head of English for upper elementary.