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Leadership for Professional Learning
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2022 Symposium Registration
Symposium Topic: Leadership Within Technology-Enhanced Professional Learning Spaces
Learning is increasingly taking place within virtual environments, a situation that was accelerated by the global COVID-19 pandemic and will have lasting impacts on teaching and learning for the indefinite future, even as educators and students return to in-person and hybrid schooling. We have witnessed the power of educators exercising leadership through technology as they collaborate with students, parents, and other stakeholders to support student learning. How can these stakeholders collectively exercise leadership for professional learning toward utilizing the affordances of technology to advance an agenda of educator learning in service of equitable student learning opportunities?
Dialogues at the 2021 LfPL Symposium will center on the skills, knowledge, understanding, and application of learning technologies, broadly defined to include everything from virtual learning environments to conversation protocols that structure professional dialogue. Together, we will explore how these technologies can build community, enhance educator practice, advance equitable access and opportunity, and improve student learning. We invite those with an interest in the education of adults and education professionals, such as PreK-12 educators, school or systems leaders, academics and researchers, education students, and policymakers or policy advocates, and other interested partners to attend the Symposium.
An international collaboration, the Symposium is hosted by:
Ken Jones, Professional Development in Education
Fiona King, Dublin City University
Sue Swaffield, University of Cambridge
Phil Poekert, Takeshia Pierre, Bryn Humphrey, University of Florida Lastinger Center for Learning
Possible conversation topics:
How are school leaders and systems alongside governments providing equitable access to devices/broadband connectivity, and how are they sure their practices are truly equitable?
What new models of professional learning might we need to ensure that education professionals are not just 'keeping up" with the creative use of technologies but are "ahead of the curve"?
(How) is your institution ensuring representation, cultural relevance, and cultural responsiveness in virtual learning?
How can educators address inherent biases that come with the use of technology, e.g., personalization algorithms built from historical datasets that reinforce racialized practices and outcomes? How might technology (e.g., video observation and annotation) be used to reveal and address educators' biases?
(How) are these technologies encouraging professional dialogue, critical reflection, thoughtful communication, and building communities, and (how) are they acting as barriers to engagement for some people or groups?
How are all students enabled to engage and how are educators preparing to engage students in increasingly plural spaces, i.e., in-person, virtual, and hybrid?
How are educators exercising agency in actively shaping their opportunities for professional learning and collaboration?
How has this period of teaching and learning online enabled us to understand and reimagine professional learning in and beyond periods of disruption?
How do technology-enhanced professional learning spaces influence the relational structures, mental health, and wellbeing of those involved?
How might technology serve to undermine a more transformative vision of professional learning? What are the threats posed by substituting technology for human interaction, and what dangers are posed by the wider 'datafication' of professional learning?
About PDiE
About DCU IoE
About UF
About LfL
The Moller Centre has some rooms available for those that wish to stay at the Symposium venue. For information on the accommodation available, please go to https://www.mollercentre.co.uk/accommodation/
Cambridge has a wide range of hotels and B&B accommodation available. June is a very popular month in Cambridge so we advise you to book your accommodation as soon as possible.
Hotels nearest to the conference venue are:
Premier Inn Cambridge North Girton
Accordia Apartments - Chemberlin Court
The Accommodation Service at the University of Cambridge may also be able to assist. For more information go to https://www.accommodation.cam.ac.uk/VisitingCambridge/Listings/
Cambridge has a large number of restaurants, bars, pubs and cafes ranging from Michellin restaurants to cosy pubs. For a full listing, go to https://www.visitcambridge.org/food-and-drink/restaurants
Cambridge has many places to visit while at the Symposium.
A few suggestions are:
Fitzwilliam Museum
Kings Parade
For more information, please go to www.visitcambridge.org
Learn more about getting around Cambridge
There will be a conference dinner held on the evening of Monday 17 June in the Moller Centre Restaurant for all participants.
Professional Development in Education
Professional Development in Education (www.tandfonline.com/toc/rjie20/current) is a fully refereed international academic journal that publishes original articles on professional learning and development (PLD). PLD, for us, has a wide brief, encompassing research into: • the initial preparation of professionals; induction into professional roles; • the processes of mentoring and coaching; • models of and approaches to professional learning; • the leadership of professional learning and how leaders themselves learn; • the evaluation of the impact or otherwise of professional learning; • the analysis of local, regional and national policies relating to PLD; • and the work of higher education, independent agencies and training and development organisations in supporting and promoting the continuing development of professionals. We give an equally wide brief to the term 'in Education' in the journal's title. Although the main focus of articles in the journal is likely to be teacher education, we welcome contributions which discuss the policy and practice of PLD in other professions where the focus of the article is professional learning. PDiE is one of two academic journals owned by The International Professional Development Association (www.ipda.org.uk ) and published by Routledge (the other being Practice – contemporary issues in practitioner education http://ipda.org.uk/practice-contemporary-issues-in-practitioner-education/ ). More than a journal …. Our focus is on professional learning – and we believe that PL is best promoted collaboratively by engaging with others. We aim to be an active member of a critical global educational community and, as part of this, we seek to contribute to developing 'alternative discourses' to recognised concepts, theories and practice. As well as publishing academic articles, the PDiE Editorial Board lead seminars and symposia which we aim to make transformational and provocative by engaging with others in learning. We see leadership as fundamental to professional learning, enabling (not inhibiting) critical perspectives and futures thinking. The Leadership for Professional Learning symposium is, for us, an excellent opportunity to celebrate perspectives from different cultural backgrounds and political contexts, sharing individual and institutional approaches which explore challenges and failures as well as successes. Our most recent symposium (ECER 2018) explored whether current discourses are hegemonic and created a space for contributors to provide perspectives on alternatives to the status quo. The strands and interactive format of the LfPL symposium are designed to stimulate similar learning opportunities and we are delighted to support and be part of this event.
Founded in 2002 under the leadership of Dr. Donald Pemberton, the UF Lastinger Center is the brainchild of University of Florida alumni Allen and Delores Lastinger. They saw great potential in making cutting-edge academic research immediately available to academic practitioners. In alignment with the University of Florida College of Education's mission to generate innovations to improve educational outcomes, the Center strives to improve academic practices in Florida and beyond. The organization launched with a small but mighty staff that effectively leveraged the intellectual resources of the University of Florida to provide outsized value to schools and districts. The Lastinger Center quickly saw results improving teacher effectiveness through their innovative approach.
Today, under the leadership of Dr. Philip Poekert, the Lastinger Center's innovations serve children and teachers in every community in Florida and have expanded both nationally and globally. The remarkable scope of the Lastinger Center's work and the impact of its collective efforts have drawn state, national, and international recognition and investment.
Each year, we serve more than 500,000 children and 50,000 educators across Florida and the country. Our non-traditional team of more than fifty educators, entrepreneurs, inventors, designers and researchers to design, build and refine programs proven to significantly impact teacher and child outcomes.
• $130M+ Public and private funding raised • 500K Children reached each year • 50K Educators served annually • 10 States are engaging in at least one Lastinger innovation
The UF Lastinger Center's mission is to create equitable educational systems where every child and educator, regardless of circumstances, experiences high quality learning every day to support the achievement of critical milestones in children's trajectory through school that are predictive of success in life.
Leadership for Learning: the Cambridge Network was established at the University of Cambridge Faculty of Education in 2001 as a values-based network concerned with leadership, learning and their interrelationship. Both leadership and learning are regarded as activities undertaken by anyone and everyone, regardless of role or status.
The Leadership for Learning framework has been derived from, tested and revised, through research with schools and academics throughout the world, and can be used to guide thinking and practice. It represents the central ideas of LfL including five interrelated principles, and the recently added 'four fields of endeavour'. More information, links to documents, details of key texts, and two videos are available on http://www.educ.cam.ac.uk/networks/lfl/about/. An LfL 'fan' – a handheld resource capturing key elements of the LfL framework and designed as an aide memoire and to prompt dialogue - will be provided for each LfPL participant http://www.educ.cam.ac.uk/networks/lfl/about/lflfan/.
The Leadership for Professional Learning symposium draws directly on the LfL framework, concentrating on the 'professional' level of learning, though of course it is closely connected to the student and organisational levels. The LfPL strands reflect the LfL principles: Strand 1. Focusing on, and conditions for, professional learning combines the first two principles; Strand 2. Dialogue, professional learning and leadership reflects the central third principle of dialogue, and the Faculty's CEDiR research group http://www.educ.cam.ac.uk/research/groups/cedir/ Strand 3. Shared leadership and mutual accountability for professional learning incorporates the fourth and fifth LfL principles; Strand 4. Student learning and leadership emphasises students in relation to principles one and four; Strand 5. Leadership within a virtual space focuses on issues of leadership in one increasingly common context where all five LfL principles are relevant.
Collaborative dialogic events and research related to Leadership for Learning have been central to the LfL Cambridge Network over the 18 years of its existence, and we very much value the partnerships with the University of Florida Lastinger Center for Learning and the Professional Development in Education journal, along with support of Cambridge Assessment and Cambridge University Press (both departments of the University of Cambridge) that the LfPL symposium represents. It is a great opportunity for continued learning, rich dialogue, establishing and strengthening international connections, and the creation of theoretical and practical research outcomes.
Name: Adam Harbinson
Organization and Location
Shenzhen College of International Education
Assistant Academic Manager
Having been the head of science at an international college in the Shanghai area, I now find myself trying to repeat the trick this year as Academic Assistant Principal at another college in Shenzhen. That being my attempt to change the culture of seeing results as the justification for maintaining lecture based teaching: to encourage staff (both local and foreign) to see the benefits of experiential, discovery learning; and create a framework for success that is not bogged down in abstract ideas but rooted in strategies that we can all reproduce in the classroom to the benefit of learning.
Creating a Culture: Making Professional Learning Continuous
We all get set in our ways; time-pressure and work-load sap our desire to develop skills and pedagogy; CPD is a hastily arranged INSET day, a two-day course that ticks the box for another year. I have implemented policies and training in the hope of progressing teaching styles. Embedding a culture of development? Well that's something else entirely; but it's what I've turned my mind to. I have had some successes, I have some answers; this session would be a presentation then round-table discussion: How do we progress from directive to culture? How can we make professional development truly continuous?
Symposium Strands
Focusing on, and conditions for, professional learning, Shared leadership and mutual accountability for professional learning
View Artefacts
Name: Alex Alexandrou
Freelance Academic, United Kingdom
Freeelance academic
Dr Alex Alexandrou is a freelance academic and has worked extensively in the fields of leadership, policy and professional learning and development, as an academic and practitioner in both the public and private sectors. Alex has worked extensively with schools and universities. His particular interests and expertise are in educational leadership, teacher leadership, professional development and learning, educational policy, ethics, and workplace learning representatives. Alex is an Associate Editor of the academic journal, Professional Development in Education.
Leadership and Policy Development in Schools Through Book Clubs: Challenging Preconceived Ideas and Wisdom
Many educational observers have noted that despite being educators and learners, teachers are notorious for their lack of reading relevant educational literature in whatever form once they have become qualified and enter the fray of daily school life. Thus, I convinced a number of schools to run termly book clubs, where groups of senior leaders, middle leaders, aspiring leaders and classroom teachers choose a book of interest on either an education or leadership topic. They read the book, then meet and discuss it. I facilitate these discussions with the aim of identifying areas where either as leaders or teachers, changes and improvements to leadership, teaching practice, pedagogy and school policies are enacted. My challenge to conference participants in my session is - Leaders and Teachers at all levels in schools do not read enough and this limits professional learning as well as pedagogical and school policy change
Dialogue, professional learning and leadership
Name: Alison Weatherston
Organization and Location:
Education Scotland, Scotland
Lead Specialiist for School Leadership
Alison Weatherston joined the Scottish College for Educational Leadership, as part of Education Scotland, in July 2018, as Lead Specialist with responsibility for school leadership, including the programmes aspiring headteachers and those new to post. Alison has had a career of over 30 years in education with a background in primary teaching, working in the west of Scotland, including as headteacher and local authority officer. She has a particular commitment to using coaching as a tool for professional growth and promotes its development in professional learning activities. In a changing educational landscape, her personal energy and drive come from motivating, encouraging and supporting school leaders to continue to make a positive difference to young people.
A national model of professional learning based on an enquiring collaborstive stance
All national support for school leadership development provided by Education Scotland is underpinned by the national model of professional learning. Scotland's Empowering School Leaders Guidance places 'Leadership of and or learning', as outlined in this Model, as central to empowered, critically informed school leaders. Effective school leaders support cultures that welcome and foster teacher agency, supporting and enabling collaborative professionalism, including teacher led professional learning. We will focus discussion on developing authentic engagement of policy into practice. For the question what will you bring with you to contribute to dialogue. We will bring a Leadership of and for Learning Coaching Wheel to explore practical support for school leaders during the symposium.
Authentic Engagement of Policy into Practice
Name: Amy Adams
Math Nation - Program Coordinator
I am a passionate practitioner focused on helping fellow educators create student-centered classrooms. After ten years of classroom teaching, I transitioned to the University of Florida in 2013 where I work on the Algebra Nation project. In this role, I assess the needs of secondary math students and teachers and provide research-based solutions through virtual resources and professional learning opportunities. This led to my current research around using virtual learning to help improve teacher practices. I have a masters degree in education and am currently enrolled in a doctoral program at the University of Florida.
Teachers' experiences of virtual professional development focused on integrating writing in mathematics classrooms
Virtual Professional Development (VPD) can be an engaging environment for professional learning through the use of Zoom video conference platform. In a VPD, the time and accessibility barriers of traditional PD can be overcome as teachers can participate in real time from their home or workspace. Sharing screens, using chat rooms, and communicating directly are a few of the features teachers use for rich collaboration during their professional learning. This session will display the use of Zoom for virtual learning as well as address how to overcome some of the challenges with VPD.
Focusing on, and conditions for, professional learning, Leadership within a virtual learning space
Name: André Koffeman
Faculty of Education, Amsterdam University of Applied Sciences
PhD student, MA
PhD student at UCL's Institute of Education, working on dissertation "Understanding the Role of Context in Teacher Professional Learning"; Tutor in master's programme for experienced teachers at Amsterdam University of Applied Sciences; Teacher educator at University of Amsterdam
Organising Context as a Source for Teacher Professional Learning
Teacher professional learning is often seen as something that takes place in organized, formalized settings. I propose a broader starting point: the idea that it can be understood as the result of the teachers' confrontations and interactions with and within their professional contexts, and that context can thus serve as a source for learning. I developed a tool that can help teachers reflect on the sources they tap into - and identify and mobilise additional contextual sources for learning. I would like to present the tool and discuss its potential for optimizing the conditions for planned and unplanned professional learning.
Focusing on, and conditions for, professional learning
Name: Bev Flückiger
Griffith University, Australia
GIER Research Program Leader (LfL)
Bev Flückiger is a Professor at Griffith University leading the Leadership for Learning research program within the Institute for Educational Research (GIER). She works extensively with school leaders to improve educational outcomes for disadvantaged children in the early years of school, particularly Indigenous children living in remote communities.
Innovations in engaging systems, schools, families and communities in professional learning initiatives
This session will use the following prompts as conversation starters to further the debate on shared accountabilities for professional learning: 1. How might the place of parents, families and communities be facilitated in school-based professional learning programmes? 2. Does system endorsement of innovative professional learning opportunities help minimise perceived risk for learners in changing practice? 3. How might leaders ensure that teachers have the opportunity to maintain personal agency of their professional learning?
Name: Bill Talbot
University of Alberta, Edmonton, Alberta, Canadan
Instructor Department of Secondary Education (retired)
Bill Talbot has taught extensively at the elementary, secondary and post-secondary levels both in Canada and in international schools in Munich, London and Berlin. His most recent teaching position was in the Department of Secondary Education at the University of Alberta. His leadership roles have focused on teacher professional development as he has served as a consultant for Edmonton Public Schools, Alberta Education, and as curriculum coordinator for schools internationally and in Canada. Bill's interest and expertise lie in working with teachers in a collaborative and reflective way to inquire into practice and improve learning for both students and teachers.
Teacher leadership teams: The key to effective professional learning?
In my 2017 examination of the work of six teacher leaders, I found that the two teacher leaders who were most effective were working as a team to lead school improvement initiatives. This allowed them work together to develop a deeper understanding of both leadership and pedagogy, and also helped alleviate the problem of one teacher leader being overwhelmed by the time and commitment required to lead the initiatives. In my session, I would like to solicit feedback on the advantages and challenges associated with using teacher leadership teams to improve professional learning and in particular, examine the problem of creating coherence.
Focusing on, and conditions for, professional learning, Dialogue, professional learning and leadershipFocusing on, and conditions for, professional learning.
Name: Carmel Patterson
Stella Maris College, Manly, NSW, Australia
Director of Professional Learning and Pedagogy
Carmel is a practicing teacher leader and researcher in schools, and an associate of the Faculty of Arts and Social Sciences at UTS, Australia. Her teaching, research and professional learning expertise encompass qualifications and experience across her career in university teaching and research, secondary school and tertiary teaching, and organisational learning and change management. Carmel consults on the accreditation of tertiary teacher education courses and professional learning provided by private enterprise and presents at international education research conferences. Carmel's symposium session will draw on her expertise in researching and enabling teacher professional learning and teaching at tertiary and secondary levels.
Using a Pedagogical Model Focussed on Thinking for Schoolwide Learning Improvement: Successful Achievements and Challenges
I will unpack the successful achievements of teachers engaging with the Learning Thinking Scope (LTS)© professional learning program and action learning projects of their teaching teams, using a case study of one metropolitan non-government secondary school in NSW, Australia. Feedback will be solicited on the pedagogical model (Gap To Got It+ Learning Thinking Stages©) and thinking organisers and protocols e.g. Artefacts of Practice Analysis Protocol (APAP). The dialogue will stimulate discussion on the challenges in developing a pedagogy of learning focussing on thinking to provide a clear methodology for developing a schoolwide system for learning improvement.
Focusing on, and conditions for, professional learning, Dialogue, professional learning and leadership
Name: Carmen Montecinos
Pontificia Universidad Católica de Valpraíso, Chile
Professor of Psychology and Director Leadership Center for School Improvement
I am trained as an educational psychologist with a Ph.D. from Southern Illinois University Carbondale, United States. I worked as a professor at the University of Northern Iowa until 2003, where I taught graduate and undergraduate courses in teacher preparation and professional development. Over the last 16 years, I have taught in Chile preparing school psychologists as well as prospective teachers. I have published extensively both in English and Spanish around issues related to teachers' and leaders' learning and development. My current research project examines the work of middle leaders, specifically the contribution of department heads to school improvement.
Powerful professional development to promote transfer to workplace practices
A key challenge for professional learning is paying explicit attention to the transfer from professional development contents to workplace practices. Transfer is facilitated when these courses design tasks authentic to the roles and functions associated with various leadership positions. In our case, we work simultaneously with principals, curriculum coordinators and teacher leaders, emphasizing their unique leadership roles as well as their interdependence around a shared problem of practice. I would like to describe the tasks and structured we have developed to enhance transfer, and dialogue around powerful professional learning opportunities that change workplace practices.
Name: Catherine G. Atria
UF College of Education, Florida, United States
Professor of Educational Practice
Dr. Catherine G. Atria, Professor of Educational Practice, teaches in and coordinates the online MEd program for aspiring school principals at the University of Florida. Her career in education began as a secondary social studies and science teacher during which she mentored pre-service and beginning teachers and earned National Board Certification. Dr. Atria has served in many school and central office administrative roles. She also serves on State of Florida leadership development committees and task forces. Her work embodies social justice and leadership preparation in order to ensure individuals learn the requisite skills, knowledge, and dispositions to effectively lead our schools.
School Leader Residency Programs: The First Step in the Establishment of a Leadership Pipeline
FDOE in collaboration with FAU as partners in a UPPI Wallace Foundation Grant established the School Educational Leadership Enhancement Committee Taskforce (SELECT) of which Drs. Atria and Burns are members. The work of SELECT was to discuss Florida's plan for the continuing development of educational leaders, from teacher-leader to school and district leader. We addressed 3 key areas: Florida's vision of leadership development leading to highly effective school leaders; the congruence between the Florida Principal Leadership Standards and the vision for leadership development; and the ways in which school district-IHEs-FDOE can partner in the development of a leadership pipeline with a shared vision of leadership development. The subcommittee of SELECT of which Drs. Atria and Burns served researched and wrote a proposal to establish a residency program of study as a component of a leadership pipeline for prospective school leaders. We hope to share this work and explore the challenge with educational leaders on the viability and sustainability of implementation.
Name: Chris Dale
National Centre for Excellence in the Teaching of Mathematics (NCETM), Cambridge, United Kingdom
Senior Regional Lead
A Masters Graduate from the University of Leeds, I quickly became Head of Mathematics and a Leading Teacher for Cambridgeshire. Moving into advisory work, I was County Mathematics Adviser and eventually Senior Adviser. I then worked as Vice Principal at Samuel Ward Academy, leading whole school teaching and learning and leadership development, and I was awarded the Excellence in Teaching award for Suffolk. My appointment as Trust Director for teaching and learning and the Research School strengthened my belief in evidence-based practice. I currently work as Senior Regional Lead for the National Centre for Excellence in the Teaching of Mathematics.
Professional learning communities for teachers: what are the axes and indicators of growth and maturation?
I would like to explore and discuss the intentional design of teacher professional learning communities. How are they best established and more critically how do they continue to grow and flourish over a sustained period of time? Hargreaves suggests that trust and precision might provide two of the axes of improvement but what other factors should be considered? What are the key leadership actions and indicators as learning communities mature and how can we synthesise this into an evidence-based design framework?
Name: Christy Gabbard
P.K. Yonge Developmental Research School, Florida, United States
Director of Program Development and Outreach
Christy Gabbard, M.Ed. is the Director of Program Development and Outreach at P.K. Yonge Developmental Research School at the University of Florida. With a career in education since 2000, Christy has taught elementary, middle, and high school students, specializing in reading intervention with adolescents. She has also worked with teachers and students serving as a literacy coach prior to focusing on curriculum development and professional learning for schools and districts. In her current role, Christy's work centers on supporting communities of educators as they engage in the examination of curriculum and design of professional learning.
Personalizing Professional Learning: Leveraging Teacher Action Research to Drive Systemic Change
Participants will unpack P.K. Yonges' successful implementation of teacher action research focusing on the important role such research has played in developing teacher practice and supporting school-wide change Conversation will be structured through a modified microlab protocol. Participants will examine questions such as: What commonalities/differences do you see in the dilemmas that led teachers to their question of practice? How do teacher's questions of practice promote a personalized form of professional learning while driving a schoolwide change initiative? How might school leaders capitalize on the learning developed through action research to improve outcomes for students?
Shared leadership and mutual accountability for professional learning
Name: David Frost
HertsCam Network & Wolfson College, Cambridge
Trustee of HertsCam and Emeritus Fellow of Wolfson College
David is a member of the Board of Trustees of the HertsCam Network and an Emeritus Fellow at Wolfson College, Cambridge. He was a member of the University of Cambridge Faculty of Education from 1996-2016. Since the last 1980s he has developed strategies that enable teachers to become more effective agents of change. Over 15 years ago, David founded the HertsCam Network which provides programmes for teachers and schools in England and, through its International Teacher Leadership initiative, works with partners to establish teacher leadership programmes in other countries. He has edited a series of books which showcase teachers' leadership.
Academics as 'story-tellers and secretaries' - enabling the teacher voice
I am interested in exploring strategies for enabling teachers' voices to be heard. It is not sufficient merely to allow those with the necessary confidence and skill to be heard; nor is representation of teachers by their unions sufficient. Instead we need strategies that empower, enable and facilitate teachers and other educational practitioners, with or without the benefit of position in their organisations and regardless of the level of their confidence and skill, to articulate their views and develop their capacity for advocacy. A key part of this is editing and publishing teachers' own accounts of their leadership of change.
Name: David Smith
Charles Sturt University, Albury, New South Wales, Australia
Head, School of Education
David is a learning technologist with a PhD in the field of eLearning from Newcastle University in Australia. He has developed a broad expertise in education through his work in schools and universities. In recent years, he has specialised in the fields of learning pedagogy and technology working for education authorities in Australia and Austria. David advises on courses in eLearning and pedagogy in the Higher Learning sector in the United Kingdom and Western Europe. Most recently David has worked with a research team exploring innovative strategies to enhance teacher education and professional experience placements.
Advocating the Technology Advantage
The availability of a technology inspired learning space makes possible a more immediate human transaction and could deepen the co-investment in learning between those engaged in knowledge development. Utilising the affordances of learning environments, teachers should be encouraged and mentored to create new paradigms of interaction. These environments include forums, blogs, apps and videos that have some utilisation and be expanded to technologies such as artificial intelligence, virtual reality and social media. Whilst incorporating such technologies are not without challenges, the learning experience would surely be enhanced if conversations were opened and fostered on how learning engagement can be advantaged.
Leadership within a virtual learning space
Name: Dennis Kramer
University of Florida, Florida, United States
Assistant Professor of Education and Public Policy & Director, Education Policy Research Center
Dennis Kramer is an Assistant Professor of Education and Public Policy and the Director of the Education Policy Research Center at the University of Florida. His research focuses on the use of behavioral insights to better understand education-based decision-making and identify barriers for underserved and marginal student populations, the antecedents and outcomes of federal, state, and local policies, and broadly the economics of education. In addition, he is a faculty fellow with the Office of Evaluation Sciences (formerly the White House Social and Behavioral Sciences Team) in Washington DC. Dr. Kramer is the first in his family to attend college.
Using Behavioral Insights to Foster Educational Success
The use of behavioral insights and behavioral economics in education has increased over the past decade as scholars, administrators, and policymakers look for low-cost and scalable solutions to increase academic success, student attendance, and teacher retention. This session will discuss some of the emerging trends in this line of research and foster a dialogue of the next generation of "nudges" or behavioral insights in education. A focus on this session will be on the intersection of school leaders and students.
Focusing on, and conditions for, professional learning, Student learning and leadership
Name: Dhirapat Kulophas
Chulalongkorn University, Bangkok, Thailand
Dhirapat Kulophas is a lecturer in the Department of Educational Policy, Management, and Leadership, Faculty of Education, Chulalongkorn University. Having previously worked as an industrial engineer and a principal in a private school, he received his Ph.D. in Research Methodology in Education from Chulalongkorn University. His research interests include K-12 School leadership for Learning, Positive school climate, and Technology for school improvement. He has recently published his work on Authentic Leadership in International Journal of Educational Management.
The Impact of Principal Authentic Leadership on Teacher Engagement in Professional Learning
The study aims to investigate the process of authentic leadership of school leader to enhance teacher engagement in learning through two mediating variables namely enabling school structure and school academic optimism. We hypothesize that in the age of the new educational reform that highlights the transformation of teacher learning, principals with authentic leadership will establish school structure and working culture that empower teachers to solve learning problems creatively and strengthen their engagement in professional learning. We hope to solicit constructive feedback and explore ideas based on data set recently collected from samples in Thailand.
Dialogue, professional learning and leadership, Shared leadership and mutual accountability for professional learning
Name: Dong Nguyen
School of Education, University of Glasgow, United Kingdom
Lecturer / Dr.
Dong Nguyen is a Lecturer in Educational Leadership at the School of Education, University of Glasgow, United Kingdom. He holds a Master's degree in International and Comparative Education from Stockholm University, Sweden and a PhD degree in Educational Leadership from the National Institute of Education, Nanyang Technological University, Singapore. His key areas of research include educational leadership and improvements, organisational education, and comparative education. Dong Nguyen is interested in theorising individual and organisational processes. He teaches courses in two postgraduate programmes in teacher leadership and professional enquiry.
Leading change through persuasion and collaboration
Leading change in schools is a complicated process that incorporates multiple iterative stages. To advance understanding of this complexity, it requires research exploring a variety of international perspectives and conceptualising stages as well as the entire process of change. To stimulate a conversation around professional learning and teacher leadership, two typological models of (a) persuasion and (b) collaboration will be shared. These three-dimension models were constructed from a three-year grounded theory study in Singapore primary schools. The models describe and explain two critical stages in the process of teachers leading bottom-up initiatives to enhance teaching and learning.
Name: Eimear Holland
Dublin City University, Dublin, Ireland
Focusing on and addressing challenging conditions for professional learning through a community of practice.
This study sought to explore the challenges teachers face in applying and cascading their learning in their own contexts. 7 teachers engaged in a participatory action learning action research 'leadership for inclusion' community of practice. Workshops and associated artefacts were recorded and were analysed using constant comparison of categories and codes. Participants identified challenging conditions to their engagement, application and cascadence of professional learning. Analysis found that a multi-process professional learning model supported teachers to address these challenges. This session aims to elicit feedback on the strategies identified by the teachers and the resulting conceptual model for transformative professional learning.
Name: Elaine Wilson
Faculty of Education, University of Cambridge, United Kingdom
Lecturer & Practitioner Doctorate Manager / Dr
Elaine Wilson was a secondary school chemistry teacher in Bath and Cambridge and was awarded a Salters' Medal for chemistry teaching. She has also received two career awards for teaching in Higher Education; the University of Cambridge Pilkington Teaching Prize, in recognition of excellence in University teaching and a National Teaching Fellowship in recognition of excellence in teacher education leadership. Elaine teaches PGCE, Masters and Doctoral students. Her research interests are in; Implementation and Improvement Science and Teacher Education. She recently developed and implemented a whole country teacher reform programme in Kazakhstan.
Factors contributing to the large scale whole country reform programme in post-Soviet Kazakhstan.
'What about' questions, challenges to assumptions that might offer other ways of thinking about the data collected. My questions are; why has it been possible to scale up and spread a complex multi layered professional learning and leadership programme in the post-Soviet diverse country of Kazakhstan. What impact has the programme had six years after it was first introduced? What are the key factors which have supported and driven the implementation process? What difference has the programme made to teacher leadership and students' learning in the comprehensive schools throughout Kazakhstan? What are the implications for whole country reform elsewhere?
Name: Ema Demir
PhD student (UK) / First Teacher (Swe)
I have a career as a teacher and subsequently first teacher (similar to head teacher) in Sweden. I was awarded Especially Skilled Educator in 2014. Since 2018 I am a PhD student at the Faculty of Education, Cambridge, focussing on teacher learning.
Understanding Social Capital for Teachers
Recent research has associated teacher social capital with several benefits: professional development, implementation of change and ITC, introduction of new and beginning teachers, teacher retention and job satisfaction, and improved student achievement. However, little attention has been paid to social capital in relation to the organisational structures in which teachers operate. More research is needed on teachers' building and access to social capital in relation to the organisational structure of schools. Different organisational structures may foster different dimensions of social capital. Space is proposed as a useful framework for studying organisational structures in relation to social capital.
Name: Emily Perry
Sheffield Institute of Education, Sheffield Hallam University, Sheffield, United Kingdom
Deputy Head of the Centre for Development and Research in Education
Emily's background is as a chemistry teacher, working in the UK and overseas. In her current role in Sheffield Institute of Education, she develops, delivers and evaluates projects focussed on teacher professional development. Emily supervises postgraduate research students and carries out her own research into professional development, with a particular focus on science teachers. Emily leads Sheffield Institute of Education's Research-Engaged Practice Network and the Practice, Innovation and Professional Learning research group. She is a Fellow of the Royal Society of Chemistry, is a member of UCET's CPD committee and the International Professional Development Association's England Committee.
The roles, practices and learning of professional development facilitators
Professional development facilitators, those who develop and lead professional development activities for teachers, are under-researched. We therefore lack understanding of how they develop their roles and the skills, knowledge and practices they use. I will share data from interviews with professional development facilitators working in varied contexts. Together, we will explore models drawn from this and other studies which could theorise how facilitators learn and practice their roles and consider how these models can help us to understand what the roles and practices of professional development facilitators do and the support they need to improve their own and others' practice.
Name: Eric Baber
Cambridge University Press, Cambridge, United Kingdom
Teacher Training and Development Director
Eric Baber is Teacher Training and Development Director for Cambridge University Press, ELT. His background includes being a teacher, teacher trainer, Director of Studies and instructional designer of online-only courses in the Higher Education sector. He has extensive experience delivering online courses both synchronously and asynchronously. In his current role he oversees the Teacher Development publishing of the CUP ELT group, works with a global network of face-to-face trainers and works with educational institutions around the world in identifying their teachers' CPD needs and helping them meet them.
Building communities around resources - what has worked and what next?
Last year, Cambridge University Press connected teachers around the world using the same textbooks in an online group. This was part of a wider blended CPD programme. Although there was high initial participation with teachers comparing pupil work and sharing photos/videos the potential of this community was far from reached. In this session, we would welcome insights from research and peers' experience on the following questions: Who should lead these communities and how? How can communities offer the deepest possible support for teachers embedding student-centred learning using our resources? How could community insights drive dynamic and innovative new publishing models?
Focusing on, and conditions for, professional learning, Student learning and leadership, Leadership within a virtual learning space
Name: Gavin Turner
Bradfield College, Bradfield, Reading, United Kingdom
Currently working as Director of Teaching and Learning at a large, co-educational boarding school with responsibility for CPD and the on-going evolution of the teaching and learning environment at the school. Previous experience of two similar settings across a range of roles. Professional responsibilities strongly align with research interests as a 4th Year EdD student at Cambridge.
Mutual Observation: critical reflection at the end of year one
Having introduced a programme of mutual observation in January 2019, this session will provide a detailed insight into the design, implementation and outcomes of this vehicle for professional learning. The session will draw on the breadth and diversity of practitioner views to solicit feedback on the programme with a view to enhancing the programme for the next academic year.
Name: Giorgio Ostinelli
Catholic University Milan - DECS Bellinzona, Ticino, Switzerland
Giorgio Ostinelli owns a Ph.D. in Education and works as State expert in Education and School Improvement Advisor/researcher (SIA) in Ticino (Switzerland); at present he collaborates as research partner with the CeRiForm of Catholic University in Milan. He acted as contracted professor at University of Bologna from 2003 to 2012 and at Catholic University of Brescia/Milan from 2012 to 2016 and collaborated with CERI-OECD in the project ILE (Innovative Learning Environments).
I would like to stimulate the discussion on the following issue: why, while using a constructivist paradigm when dealing with pupils - and therefore focusing our educational action on them - when we come to teachers and principals, more traditionalist, mainly top-down practices are usually in use? For instance, even if the benefits of formative assessment are widely recognized, principals and teachers are mainly assessed through summative approaches. How can this trend be changed?
Name: Glenn Good
Dean & Professor
Glenn E. Good is Dean and Professor of the College of Education at the University of Florida. Following a highly successful academic career, Good seeks to support the UF College of Education in its quest to develop and evaluate innovative and transformative learning solutions that resolve critical education challenges facing state, nation and world.
Dialogue, professional learning and leadership, Leadership within a virtual learning space
Name: Glenna Sigmon
St. Lucie Public Schools, Florida, United States
Instructional Coach
Instructional coach at a historically low performing school, with100% free and reduced lunch; Florida Teacher Leader Fellow Alumna; UF Lastinger Center Certified Instructional Coach; Masters in Educational Leadership
Creating and Sustaining a Teacher Leader Network for Professional Development and School Improvement
St. Lucie Elementary School is committed to school improvement. After falling one point short of an average school rating last year, a plan for teacher leadership was put into place for the purpose of professional development to build the capacity of classroom teachers and improve learning environments for all students. Shortly after the program's inception, a disparity between the skill set of our teacher leaders the colleagues they have been tasked to develop became problematic. These teacher leaders were attempting to build the capacity of colleagues who have little to no classroom experience with limited formal teacher training, all while teaching their own classes, lesson planning, and all of the other minutia that comes with running a classroom. The situation proved to be overwhelming for most of the teacher leaders, and many of them have indicated intentions to leave our school site next year. Inversely, the teachers who receive support from teacher leaders value the program and welcome the guidance and feedback provided by these "expert" colleagues. Most teachers have indicated a perceived improvement in their classroom practice, and student data has risen to support this notion. How might St. Lucie Elementary School adjust its current teacher leader program to continue to provide job embedded professional development while meeting the professional needs of the teacher leaders themselves? How would a network of teacher leaders across school sites affect the morale and perseverance of teacher leaders as they work to build the capacity of their colleagues in education?
Shared leadership and mutual accountability for professional learning, Student learning and leadership
Name: Graham Thomson
University of Edinburgh, Edinburgh, Scotland
Graham is course organiser and tutor on the Post Graduate Certificate in Middle Leadership and Management at the Moray House School of Education within the University of Edinburgh. He is a former secondary school Head Teacher and a former local government Head of Service with responsibility for school improvement. He has worked extensively both at home and abroad with schools, local government and a range of organisations in designing and delivering educational leadership development programmes. He is in his final year of a PhD focused on Scottish Head Teachers' leadership for learning practice.
Exploring the effects of reciprocal dialogue on Head Teachers' leadership for learning practice.
This session's conversation focus is on Head Teachers' dialogues with teachers and others about the learning of pupils and the teaching of teachers. Drawing on stimulus examples from my current PhD research in 3 Scottish secondary schools it will explore: • the role of a reciprocal process of dialogue to the learning of the Head Teacher and its effects on the Head Teacher's thinking and practice focused on learning and teaching; • key processes and structures that support these dialogues.
Name: Greer Johnson
Director of GIER
Greer Johnson is a Professor in Education at Griffith University and Director of the Griffith Institute for Educational Research. Her research is focused on leadership for learning. She works with education systems, school leaders, families and communities, using a prevention science approach for collective impact on children's learning and wellbeing.
Name: Gulmira Kanayeva
Gulmira Kanayeva (Qanay) is a fourth year PhD student at the Faculty of Education University of Cambridge. Gulmira's doctoral thesis explores the development of teacher leadership in the post-Soviet, Central Asian context of Kazakhstan. She conducted an action-based study to facilitate teacher leadership and learn how to enhance teachers' roles in educational reform in Kazakhstan. Her research interests include education reform, school imporvement and teacher leadership. Before coming to Cambridge, Gulmira obtained MA in Educational Leadership and Management at the University of Warwick (UK) with distinction and BA in Teaching at the Kazakh Ablai khan University of International Relations and World Languages (Kazakhstan) with first-class honours.
Developing non-positional teacher leadership in Kazakhstan
I would like to stimulate a dialogue on developing non-positional teacher leadership in the post-Soviet context of which Kazakhstan is one. Central to this conversation will be the action-based study that I contucted in four Kazakh schools between 2016-2017. The study aimed at facilitating teacher leadership as a means to enhancing teachers' roles in education reform and enabling sustainable development of practice in schools in Kazakhstan. Our conversation could bring up challenges of promoting bottom-up school improvement and unpack the teachers' interpretations of leadership.
Name: Haley Marie Jacks
Teach Me Something research project, Colorado State University, Colorado, United States
Author and undergraduate researcher
Haley is an undergraduate at Colorado State University, academic researcher, and policy reform consultant with the Institute for Statecraft. Haley is conducting fieldwork in education policy, specializing in media literacy reform, implementation of critical thinking across grade levels and curricula, and giving a voice to marginalized populations in schools. She is writing a research paper and lecture on using the classroom to break the stigma of adolescent mental illness. She pioneered her research project, Teach Me Something, as a blog and social media platform promoting her research and sharing narratives of educators, administrators, students, and policy makers from all backgrounds.
Media Literacy: Using Leadership in the Classroom to Encourage Critical Thinking in a World with Information at Our Fingertips
We will explore lacking media literacy education in modern society. In a technological world, children fail to analyze truth in resources both in the classroom and in daily life. I have conducted and published academic research on the subject with The Institute for Statecraft outlining issues we face in our children's lacking media literacy skills. I will discuss my website, Teach Me Something, as an educator resource for implementing media literacy and working as a catalyst for change. My research will act as merely a conversation starter for the question: How do we lead our students to be astute and inquisitive digital and global citizens?
Name: Henk van Woudenberg
Stichting WOTS, The Netherlands
Secretary of Stichting WOTS; Independent Educational Consultant for Schoolinfo; Master of Educational Management.
Being educated as a physics teacher I worked as a school leader for many years in different secondary schools in The Netherlands. Received a master in Educatiuonal management from the university of Amsterdam. I joined APS (the Dutch Pedagogical Centre in Utrecht) and for many years I was a school development coach and interim school leader. For "Schoolinfo" I am a founder member of the "we own the school" foundation. I am a PhD candidate on the subject of "ownership of learning".
We Own The School (WOTS) is an approach that makes the participants rethink "student ownership of learning".
The WOTS-project is about "Student Ownership of Learning". The conceptual framework developed here consist of a hybrid definition of this concept and a description of different school cultures. What does school culture mean to an organization and how does it influence the behaviour of students? (e.g. the choices that one has in terms of time, space and content); And what does that mean for the experience of ownership to a student?; And how does one measure experienced ownership? These are the questions that we want to know more about and that we want to discuss with you.
Student learning and leadership
Name: Ingrid Paalman
University of Applied Sciences Windesheim Almere/Zwolle the Netherlands
Curriculum Director
Curriculum director, responsabele for our initial teacher trainer programs. These are 4 year programs that contain training in knowledge and skills in our university and in the workfield.
Leadership for Learning as tool for shaping professional identity within the teacher trainer program
I would like to share our experiences with a research that we have been doing over the past four years on leadership for learning and shaping professional identity entering the workfield of education. We support students through using the model by Kouzes & Posner and combine this with shaping a professional identity. In the end students describe their own professional identity and the way they want to enter the field of education. Student voice is used to support the students focusing on self-worth, engagement and leadership ( working together with Quaglia and Corso on student voice).
Dialogue, professional learning and leadership, Student learning and leadership
Name: Jacqueline Morley & Zoe Robertson
Education Scotland & Edinburgh University, Scotland
Lead Specialist Professional Learning
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Jacqueline Morley & Zoe Robertson are seconded officers from GTC Scotland who lead and help shape national strategy to support teacher professionalism through collaborative practice. Zoe currently leads the school leadership Masters pathways for Edinburgh University and Jacqueline is taking forward the national approach to build support and coherence for professional leaning as part of Education Scotland.
The national model of professional learning in Scotland was developed collaboratively and is underpinned by a transformative conception of teacher professionalism based on an enquiring collaborative stance. It positions teachers as authentically empowered, critically informed, enquiring professionals operating in deeply collaborative ways to really know and meet the needs of children and young people. The model identifies principles and features of teacher learning and explicitly connects this to the conditions and culture they work in. We will focus discussion on the leadership of/for learning and the ways in which we can build capacity and support and nurture learning culture required.
Name: Janet C. Fairman
College of Education & Human Development, University of Maine, Maine, United States
Associate Professor and Director of the Maine Education Policy Research Institute (MEPRI)
Janet Fairman, Ph.D., is Associate Professor at the University of Maine. She has researched and evaluated state education initiatives in New Jersey, Maine and Maryland to inform state education policymaking. Her research includes STEM education and teacher leadership. Publications describe the following: the emergence, conditions for, and impacts of K-12 teacher leadership; how teachers understand their own and others' leadership; how teachers influence each other around the shared goal of improved student learning; and a conceptual model of the Spheres of Teacher Leadership. Her current research examines the model of teacher-led schools.
Challenges and New Prospects for Shared School Leadership
Teacher leadership roles have broadened in recent years to include a variety of formal and informal leadership roles in schools. While there are increased opportunities and ways for teachers to engage in professional learning and leading to improve their schools and student learning, teachers continue to be frustrated by the challenge of realizing a shared leadership culture and structure in their schools. This session will consider both existing challenges and new prospects for shared leadership, including the emergence of teacher-led schools with and without school principals or heads.
Name: Jessica B. Struhs
Somerset Jefferson K-12 Academy: Monticello, Florida, United States
8th Grade Science Teacher; Math and Science Department Head and Teach for America Instructional Coach
Jessica's work in education reflects a commitment to narrowing the achievement gap in the under-served communities. She is currently serving as an 8th science teacher; department chair, and Teach for America Instructional Coach at Somerset Charter in Monticello, Florida. Jessica graduated from Merrimack College and started her career with Teach for America. She then ventured to Thailand on a Fulbright grant to teach English. Upon returning to the states, Jessica served as a teacher at DC Prep Charter in our nation's capital and completed her M.ED degree in leadership and administration at Lehigh University. Jessica believes professional learning and teacher retention are critical to achieving educational equity.
Understanding the Live-Coaching Model; Breaking Down Barriers through Real-Time Coaching
How can we reinvent the traditional, one-size fits all professional learning model to one tailored to teachers' individual instructional needs? Time is a limited resource that prevents school leaders from engaging in effective coaching cycles as a development tool. Instead, schools often rely on a model that is whole group, one-size fits all, and lacks reinforcement. "Live Coaching" aims to disrupt traditional professional learning but using co-teaching (between teacher and school leader) as the platform for support. This model provides teachers with targeted, non-invasive and immediate feedback on their instructional practices. Let's engage in discourse around how to implement, fine-tune, and effectively invest teachers and leaders in this innovation professional learning practice to support and retain talent.
Name: Jessica Richards
Charleston County School District, South Carolina, United States
English Language Arts and Literacy Coordinator
Jessica D. Richards, M.S.Ed., is the ELA and Literacy Coordinator at Charleston County School District in Charleston, SC. She graduated from James Madison University with a BA in History before beginning her career in education as a member of the 2002 New York City Teaching Fellows. While teaching elementary school in the South Bronx, she received an Americorps Service Learning Project Award and successfully completed the M.S. Ed. Degree Program in Elementary Education at Lehman College. She currently oversees ELA and literacy curriculum, the Charleston Comprehensive Literacy Initiative, and South Carolina's Read to Succeed Summer Reading Camp in Charleston.
How to Build Collective Teacher Efficacy to Improve Student Reading Performance at Summer School
Session leader will stimulate conversation regarding what district and school instructional leaders do to build collective teacher efficacy for improving reading outcomes for struggling readers in the context of a summer school program. Participants in the group will discuss actionable steps leadership can take to ensure that teachers have the instructional skills and professional confidence needed to teach students effectively, including exploring conditions for professional learning and feedback, opportunities for teacher collaboration, ideas for teacher inclusion in decision making, and a pathway for the transfer of skills and confidence to the teachers' home schools during the regular school year.
Name: Jill Harrison Berg
Jill Harrison Berg Consulting, Boston, Massachusetts, United States
Leadership Coach & School Improvement Consultant
Jill Harrison Berg, Ed.D. is a leadership coach, school improvement consultant and researcher committed to maximizing the leadership potential of teachers. Dr. Berg is the author of Leading in Sync: Teacher Leaders and Principals Working Together for Student Learning (ASCD, 2018). Her monthly column, "Leading Together," in ASCD's Educational Leadership, aims to heighten leaders' attention to the complementary roles that teacher leaders and administrators can play as they co-perform leadership to improve their schools.
Learning to Lead: Analysis of US Teacher Leadership Programs
Analyzing a data set of 285 U.S. teacher leader programs to gain an international perspective on them and to inform program improvements that accelerate leaders' learning
Name: Julia Citron
Head of Professional Development, Education
Julia Citron is Head of Professional Development at Cambridge University Press Education. Her team support teachers around the world to embed student-centred pedagogies and critical thinking skills using Cambridge University Press resources. She is passionate about helping more students to develop the language and thinking skills they need to benefit from a globalised world. In her current role, she works with ministries of education and schools to understand their unique objectives and contexts, and help them design teacher support solutions (workshops, online communities, video learning and sustained in-school programmes).
''What exactly do you mean?'' - How can Professional Learning Leaders effectively describe and model new pedagogies.
Cambridge University Press helps schools to embed student-centred pedagogies using our resources. As part of their teacher support programmes we created a ''teacher roadmap'' which describes 7 teaching skills at 3 levels. For each skill, there are examples of teacher behaviours and student-centred indicators of success. The roadmap is hosted on a website with footage modelling each of the 7 skills in UK schools. We would welcome feedback on the clarity of the roadmap, ideas for ensuring that the roadmap is used as an empowering rather than prescriptive tool and ideas for curating teaching footage into effective, relevant models.
Shared leadership and mutual accountability for professional learning, Leadership within a virtual learning space
Name: Karen Momber
Karen is the Teacher Development Publisher for Cambridge University Press ELT. Before joining the Press, Karen was involved in ELT teaching, teacher management, and teacher training in Europe and Latin America. She holds a Diploma in English Language Teaching and an MEd in Educational Technology and ELT. As well as commissioning teacher development books, online courses and programmes, Karen in involved in monitoring professional learning at a local secondary school, in her role as Chair of the Local Governing Body.
Sharing responsibility for maximising success in professional learning
I would like to host a discussion around how we can effectively engage teachers, school leaders and trainers in sharing responsibility for professional learning so that it leads to successful outcomes. As a provider of teacher development, we develop our programmes around the principles of best practice, as outlined in our White Paper (see artefact). However, when it comes to delivering the training, teachers are often co-opted into it, receiving little support from the school leadership. This, more-often-than not, results in minimal application from participants and superficial levels of reflection. Given that teacher development often includes a number of partners (training providers, institutional owners, academic management, and teachers), how can all parties involved assume a shared responsibility for the success of a professional learning programme?
Name: Kathryn Joy
Teaching & Learning Lead, Education
Kathryn graduated from the University of Cambridge with a first class degree in English and Primary Education. After a successful career as a primary teacher and school leader in the UK, she spent 10 years supporting and training teachers around the UK curriculum, often in a second language or to second language pupils. As well as training teachers in the UK, Kathryn has enjoyed training teachers at leading Independent schools in South-East Asia.
How can we build learning cultures in low-cost private schools?
Last year, Cambridge University Press piloted a blended CPD programme for low-cost private schools using our published resources to embed student-centred pedagogies. Whilst participating teachers reported a strong positive impact, we realise that without buy-in from school leaders and investors (e.g.: reducing teaching hours, creating a culture of trust) this growth is unlikely to be sustained. In order to win this buy-in we realize that demonstrating the impact of teacher development is key. We would welcome research or experience-based guidance on relevant school improvement models or creative ways to demonstrate the value of professional learning.
Name: Katy Granville-Chapman
Wellington College, United Kingdom
Deputy Head and PhD student
Katy has founded a leadership institute and an international leadership programme. She advised No 10 and the Cabinet Office on leadership and character development. Katy is a Deputy Head responsible for performance, development, and leadership. Before teaching, Katy served in the British Army as a Troop Commander and then trained soldiers and young officers in leadership and international affairs in Iraq, Nepal, the USA and across Europe. Katy is reading for a DPhil at Oxford asking 'how can school leaders improve the flourishing of teachers?'
How can we develop school leaders who improve the flourishing of teachers?
I'd like to ask the group the following question: 'What are the most effective ways to develop leaders who improve the flourishing and wellbeing of teachers?' I'd like to explore the research around leadership that develops flourishing with the group and ask participants to what extent that research could be applied in their context. I'd also like the group to consider which forms of leadership training are most effective in developing leaders who have a positive impact on their people's wellbeing and flourishing.
Name: Kelly Baysura
School District of Indian River County, Florida, United States
Executive Director of Elementary Education
Kelly Baysura is the Executive Director of Elementary Education in Indian River County. With over 20 years of experience in education, she has served as a principal, assistant principal, elementary and middle school teacher, reading coach, district administrator, and adjunct professor. She has received recognition for First Year Teacher Award, was a finalist for Assistant Principal of the Year for the State of Florida, and Principal of the Year. Kelly has been a member of the Commissioner's Leadership Academy for three years In addition to her career in education, Kelly has also written books for Rourke Publishing Company.
Grit & Growth Mindset – Conditions for Learning
According to Walt Disney, "The difference between winning and losing is most often not giving up." It is rare that staff and students will outperform the school leader. An authentic, job-embedded, professional learning cycle that fosters grit and growth mindset are the keys to improving leaders, staff, and school culture. By improving the conditions for learning, a school rose from academic struggles to become a thriving learning lab. Grit and growth mindset turned barriers to learning into opportunities for achievement, and paved the way for a PD to practice model that fostered success among leaders, staff and students.
Name: Ken Jones
Professional Development in Education, United Kingdom
Ken taught in London for 13 years before returning to Wales to work in Higher Education. Until 2015 he was Senior Consultant for Professional Learning and Development at UWTSD, in Swansea. He is now Professor Emeritus and works as an independent education consultant. He has been involved internationally in the continuing education of teachers and principals, specialising in the field of school leadership and professional learning. He has been Managing Editor of the journal Professional Development Education for over ten years and was one of the founding members of the International Professional Development Association (IPDA).
Achieving a professional learning blend by incorporating collaborative virtual learning
A number of countries are exploring ways in which professional learning can take the form of 'blended' experiences rather than simply 'delivered' as professional development activities. To achieve this requires leadership at all levels: to facilitate collaborative learning and to ensure that professional learners are not constrained by their geographical locations (eg teachers in remote rural schools). One way in which this can be achieved is through the creation of virtual professional learning spaces. This dialogue will enable participants to share experiences of PL blends, consider international research into different approaches and suggest how virtual learning can enhance these experiences.
Name: Linda Devlin
Faculty of Education Health and Wellbeing, University of Wolverhampton
Head of Doctoral Pedagogy
Dr Linda Devlin is an experienced postgraduate research programme coordinator, with a substantial background in Leadership and Management in Education and the use of practitioner research to enhance individual and organisational improvement. Her interest in Professional Learning evolved through her strategic leadership experience in secondary schools and Higher Education over 35 years. Research interests include collaborative leadership in education, leading practitioner research and professional learning communities. She has received external funding for projects in all these areas, most recently ERASMUS+ funding, in cooperation with five EU universities, to enhance school leader internal and external networking capacity.
Capturing creative responses to the CPD pathway - identifying the potential paths less travelled.
The CPD Pathway has been co-designed by the West Midlands CPD Leadership group to support school leaders and their staff in their professional and organisational learning processes. The session is designed to create dialogue and illicit responses from expert leaders in the field of Professional Learning by utilising the evidence gathered on both the design of the tool and the use in leadership processes. Vignettes, based on case study evidence, gathered to date, illustrate the practical application and creative use of the Pathway. The symposium will offer the participants the opportunity to appraise the potential of the Pathway.
Name: Lindsey Smith
Fort Walton Beach High School, Florida, United States
In 2006, I began teaching secondary English. Throughout my ten years in the classroom, I taught all English levels and critical thinking through AICE Thinking Skills hosted by Cambridge Assessments. My goals within the classroom were to facilitate students to be responsible for their own learning; engaging in valuable discussions to hopefully help produce lifelong thinkers. I have transferred those goals into my role in administration. In 2015, I began my administrative journey and have served as an assistant principal since. My current responsibilities include discipline, truancy, trauma informed care, and curriculum/professional development of the English and Social Studies departments.
Facilitating a student-led classroom
When asked what a "rigorous" classroom looks like, I have often replied that, "I believe that the most 'brain sweat' happens when a teacher can step back and act as the facilitator, allowing the students to not only be the learners, but the explorer and the teacher." This kind of classroom forces all students to be responsible for their own learning and engages even the most reluctant scholar, getting all parties (including the teacher) excited about the content and the connection to the world around them. This type of classroom will contribute positively to producing thoughtful citizens, not just graduates.
Name: Lizana Oberholzer
University of East London, London, United Kingdom
Senior Lecturer/ Programme Lead
I am a Senior Lecturer and Programme Lead for the MA – Leadership in Education at UEL and a one of the Directors of an MAT, I am the author for the English SKE Course delivered by the TES Institute and a Pathway Tutor. I am a NASBTT Trustee and a member of the APPG for Education. I the former Director of The Buckingham Partnership (2013-2016) and PGCE Programme Lead. My expertise ranges from Behaviour Management, Assessment for Learning, Teaching and Learning, SEND and Leadership and Management. I was also a tutor at the University of Buckingham and Lecturer for English, Psychology and SEND.
Leading Professional Development by mapping learning and growth needs through Blanchard et al's (2018) model.
Leading Professional Development by mapping learning and growth needs through Blanchard et al's (2018) model. The study aims to explore the importance of understanding Professional Development through the lens of individual growth needs of professionals, to map learning pathways opposed to a one size fits all approach, with particular focus on whole school Insets. The study focuses on multiple case studies of how reflective professional development approaches were used to address learning needs for staff, and align these development approaches to individual growth needs, staff development, and the whole school's development plan to ensure that that the PD has effective impact on pupils' learning too.
Name: Lukas Hefty
Pinellas County Schools, Florida, United States
Elementary Mathematics Supervisor
I have fifteen years experience in education as a teacher, content coach, and now mathematics supervisor. In 2016 I was named a National Milken Educator (https://www.milkeneducatorawards.org/educators/view/lukas-hefty), one of thirty-five awarded in the United States annually. I am published in "Teaching Children Mathematics" and "Science & Children" and present regularly at state and national conferences. I was a member of Leadership Florida Education Class III. I currently develop curriculum and professional learning for a large urban school district in Florida.
Shared Leadership for Professional Learning Through the "Mathematics Teacher Leader Institute"
I plan to use the "Mathematics Teacher Leader Institute," initiated in a large, urban Florida school district, to stimulate conversation around distributed leadership that leads to both teacher and student growth. The initiative aims to address the challenge on elementary principals to be instructional leaders in multiple content areas. Specifically, I plan to facilitate dialogue around professional learning that leads to significant growth and how effective initiatives are taken to scale.
Name: Lynda Hayes
Director | University School Professor
Lynda Fender Hayes, Ph.D., Director of P.K. Yonge Developmental Research School, a K-12 laboratory school at the University of Florida, has 17 years of classroom teaching experience and 18 years as a K-12 school leader. Hayes served as a panel member for the IES Practice Guide on beginning reading; led $55 million in state- and federally-funded projects to transform reading instruction in partnering Florida districts; served as PI for two USDOE Early Reading First Projects and a $5M National Science Foundation middle school science education project; and provided professional learning for thousands of teachers and administrators.
Transforming a School through Teacher Learning
The proposed conversation would be organized as a charette devoted to unpacking current structures intended to support job-embedded, ongoing teacher learning to inform transformations in K-12 learning. Participants will provide feedback and input to help strengthen a current theory of action and to assist in the formal construction of a Networked Improvement Community.
Name: Macy Geiger
6th & 7th grade Learning Community Leader (6-7 LCL)
Macy Geiger is the 6th and 7th grade Learning Community Leader (6-7 LCL) at P.K. Yonge Developmental Research School at the University of Florida, where she has taught since 2009. Prior to 2018-19, she taught a variety of subjects in the 4th and 5th grade learning community (4-5 LC). Macy began her career teaching first grade in Texas, and has taught in Maryland and Virginia, as well. She holds a bachelor's degree in French from Agnes Scott College, a master's degree in education from the University of Florida (UF), and is currently pursuing her doctorate in education at UF.
Teacher Inquiry for School Change
Tara and I will share our journeys in becoming teacher leaders through teacher inquiry, or action research. Teacher inquiry puts educators in the driver's seat of their professional learning, empowering them to investigate and reflect upon their practice and continually seek to transform student learning. Engaging in teacher inquiry has changed us as educators and impacted our students. It has also inspired our colleagues to engage in the process, with it becoming our official adopted method of professional learning and teacher evaluation in our school. Through sharing our journeys with you, we hope to ignite your action research flame!
Name: Mai Dinh Keisling
Duval Schools, Florida, United States
Mai Keisling arrived in the US as a teenage refugee from Vietnam, 1982. Mai teaches sculpture, AP art history, and IB art at Paxon School for Advanced Studies. During her 27-years, Mai also earns accolades for her teaching including as Times-Union's Eve Award Winner (2017), Finalist (2008) – Education, Memphis Wood Award Excellence in Career Art Teaching (2008), UNF's Gladys Prior Award for Excellence – Career Teaching (2007), Florida's Outstanding H.S. Art Teacher of The Year (TOY) (2007), Duval County TOY Finalist, Paxon SAS TOY (2006). She is a committed community activist for the Asian American and Hispanic communities and public education.
Cultural and Ethnic Studies Curriculum: A School Reform to Engage Student Performance
This Action Research is to seek inquiry and potential solutions to the research question: How do practices of purposely including ethnic/cultural studies curricular content in art teaching impact students in cultural identity and eventual student performance and learning environment? Education with a curriculum based on cultural and ethnic studies as part of school reforms may offer a greater hope in increasing students' engagement and success in schools. Ethnic and cultural studies curriculum should be considered as a viable strategy to improve the academic performance for students of color, ELL/ESOL and SES students who are often blamed for low school performance
Name: Makeda-Ione F Brome
Fort Pierce Westwood High School- Saint Lucie School District, Florida, United States
My name is Makeda Brome. I am committed to the successful teaching and learning of mathematics across all grades levels. I am a Mathematics Instructional Coach at Fort Pierce Westwood High School. My achievements include being a Florida Teacher Leader Fellow through the University of Florida Lastinger Center, Florida Black History Month Teacher of the Year, and District Finalist for Teacher of the Year. I have a BS in Secondary Education Mathematics from Indian River State College, an MEd in Curriculum and Instruction from the University of Texas at Arlington, and an MEd in Educational Leadership from Florida Atlantic University.
Rethinking Teacher Leaders: Building Capacity by Providing Teacher Leadership Opportunities for All
Many times, teacher leaders are either those selected by school administration or those that apply for positions classified as leadership opportunities. Yet, every classroom teacher is, at a minimum, a leader of their students and thus a teacher leader. This goal of this session is to stimulate dialogue on ways schools can ensure ALL teachers are developed as teacher leaders. The two questions leading this dialogue are: (1)How do schools define teacher leadership and how does that conflict with professional definitions of teacher leadership? (2) How can schools begin to provide teacher leadership opportunities for all teachers in the building?
Name: Mark Upton
upto u education services, Shanghai, China
MEd Cantab in Education Leadership / former UK headmaster. Last 15 years setting up and running schools across China & providing Professional Development for Chinese & ex-pat educators. 35 years experience in teaching & leadership.
The China context - Leadership for Professional Learning along the new Silk Road.
Exploring how and why the new Silk Road can link passionate educators in leadership for professional learning. What does that look like from the Chinese end of the road? How can sharing UK and Chinese learning journeys lead to new Leadership Development learning cultures fit today's dynamic challenges facing teachers and facilitators internationally & at home?
Name: Marva Tutt
Langford Middle School, Georgia, United States
Dr. Marva Tutt is a transformational leader with a focus on challenging the status quo to increase student achievement. Described as courageous and tenacious, Marva accepts challenges as opportunities for improvement with the tenacity to plan, do, check, and act. Known by colleagues as a life-long learner, Marva has participated in several leadership programs including Leadership Augusta, America's Leaders of Change, SUPES Academy, Greater Leadership Washington's Executive Leadership Program, NAESP's National Principal Mentor Certification and Georgia Leadership Institute for School Improvement (GLISI) Base Camp for Leaders.
The Principal's Role in Creating, Delivering, and Monitoring Professional Learning
The focus of this dialogue is to engage principals and teachers about the principal's role in fostering professional learning through creating, modeling, and monitoring school initiatives. As presenter, I would work with school leaders to discover and reevaluate how to deliver professional learning in their respective schools to meet the growing school needs. The principal is the ultimate instructional leader and promotes his or her commitment to lifelong learning through creation, delivery and monitoring professional learning.
Name: Maureen Conroy
Anita Zucker Center of Excellence in Early Childhood Studies, University of Florida, Florida, United States
Dr. Conroy is the Anita Zucker Endowed professor and a professor of special education and early childhood studies in the College of Education at the University of Florida
Professional Learning to Support Implementation of Evidence-Based Practices
We will host a data-based conversation about the contexts and conditions under which an approach to professional learning known as practice-based coaching (PBC; Snyder, Hemmeter, & Fox, 2015) can be used to support early childhood practitioners' and family members' implementation of evidence-based practices. PBC is a form of professional learning that has been shown through large-scale randomized controlled experimental trials to improve the quality and quantity practice implementation, and, in turn, child developmental and learning outcomes. We will use data and illustrative videos to stimulate conversations about for whom and under what conditions PBC might be used for professional learning. What will you be bringing with you to contribute to the dialogue at the Symposium? (e.g., artifact, document, instrument/tool, case study, conceptual approach/model, video exemplars of practices or programs - 25 words maximum) PBC model, including implementation guides and video illustrations. Summary data for conversations about for whom/under what conditions PBC can be used for professional learning.
Name: Michelina (Mickey) MacDonald
Science Teacher, University School Associate Professor
Dr. Mickey MacDonald has been teaching Biology and AP Biology for 20 years. As a teacher leader, she facilitates her colleagues through cycles of teacher action research helping them examine questions of practice related to standards-based assessment and equitable classrooms. Her own research examines making science learning more equitable for all students while maintaining high academic standards for every learner. She received the 2017 American Education Research Association's Teacher as Action Research Award for her continuous work in classroom research.
Name: Mieke Valk
Polk County Public Schools, Florida, United States
Secondary Literacy Curriculum Specialist
Mieke Valk is a Secondary Literacy Curriculum Specialist for Polk County Public Schools in Florida. She has worked as a high school English teacher, school-based literacy coach, district-based literacy coach, and a Secondary Literacy Curriculum Specialist. In her current role, she designs district-wide curriculum, facilitates professional learning for administrators, literacy coaches and teachers, and supports literacy instruction at schools across the district. Mieke has a BA in English from the University of Tampa, a MA in International Educational Development from Teachers College Columbia University, and is currently working on her Ed.D in Educational Leadership at the University of Florida.
Catching the Fire: Crafting Educational Environments to Foster Connections and Develop Teacher Autonomy
This conversation will address designing appropriate experiences for adult learners to make meaningful connections between knowledge and applied practices in their professional learning. To solicit feedback we will inquire: Are educational leaders, designing experiences which allow adult learners to gain and apply knowledge, make meaningful connections, and explore their own understandings? How can we ensure that teachers are able to make connections between knowledge and practice that result in positive changes for student learning? When educational leaders support connections between experiences and knowledge, we foster an environment which develops teacher autonomy and sustainable professional learning cultures.
Name: Mollie Bryen
2016-2018: 10-12 Grade School Counselor; 2018-2019: 12th Grade School Counselor and Support
In the spring of 2013, I obtained a Bachelors Degree in Sociology from the University of Maryland, College Park. Following this, I tutored 8th grade students in a struggling Texas school through City Year. In the spring of 2016, I obtained a Masters Degree in School Counseling, also from the University of Maryland, College Park. Since then, I have been a School Counselor at P.K. Yonge Developmental Research School. From 2016-2018, I worked with 10th-12th grade students on everything from college readiness to social/emotional learning and intelligence. For the 2018-2019 school year, I am solely responsible for 12th grade students.
Student Success: Do Small Groups Make a Difference for African American Men?
The conversation I would like to host is around exploring a dilemma/challenge and unpacking successful achievement. At P.K. Yonge Developmental Research School, we consistently graduate above 95% of our students. However, our African American students are finishing behind their Caucasian peers. I would like to discuss my research on how a small group focused on academic success assisted capable but underachieving African American males in having a successful junior year and how that has continued to show in 12th grade. This dialogue would analyze what conversations, tools, and activities contributed to their growth.
Name: Mussarat Shahid
University of Cambridge, United Kingdom
Mussarat is currently pursuing an M.Phil in educational leadership and school improvement from the University of Cambridge, UK. Before starting her M.Phil, Mussarat was working in a private school in Lahore, as vice principal. Her professional journey over the last 17 years, as an educational leader and a teacher trainer, represents her lifelong commitment not only to learning, but to her passion for new knowledge and skills. Mussarat's versatile professional experience includes a repertoire of skills that range from teaching English language at multiple levels, teacher training and leading professional development programmes for both teachers and leaders and teaching at the postgraduate level.
Classroom dynamics: the art of moving between inhibiting to enabling zones
Classroom dynamics is a complex and intricate notion. There seems to be no perfect recipe to achieve an effective lesson, as what works in one context, might not work in another. What is successful at one time, may well fail the next. We all, I imagine, have experienced this at one time or another during our careers, as teachers and leaders. The conversation will be focused on various aspects of classroom dynamics that can 'make' or 'break' a lesson. In this interactive session, useful tips will be shared on how teachers can create self- assessment and self- regulated techniques to move between limiting and enabling zones during a 45 min or an 80 min lesson.
Name: Neil Dempster
Griffith University, Brisbane, Australia
Neil Dempster is an Emeritus Professor in Educational Leadership at Griffith University and former Dean of its Faculty of Education. His research interests are in leadership for learning, school governance, school improvement and the role that professional development plays in leadership work, policy implementation and institutional change. Neil is a Fellow of the Australian Council for Educational Leaders and a Fellow of the Australian College of Educators. He has published widely on the learning and development needs of school leaders.
Leadership Learning: Balancing system demands and personal needs
The discussion I would host concerns how the learning demands placed on school leaders by their education authorities may be balanced with the personal needs they identify for themselves. I would seek discussion on how an heuristic tool can be used as an aide to the self-assessment of personal leadership learning needs and act to highlight the professional learning obligation anyone moving into a leadership position must accept. The conversation would conclude with reactions to the provocation: Leaving professional learning to system authorities alone creates dependence rather than self-reliance, emphasising system policies over personal and local learning needs.
Name: Paige Pullen
UF Lastinger Center, Virginia, United States
Literacy Officer
Paige C. Pullen, Ph.D., Research Professor and Literacy Initiatives Manager at UF's Lastinger Center for Learning, has committed her career to improving the lives of children at risk for or with disabilities and their families. As public school elementary and reading teacher for 12 years, she taught students from culturally diverse backgrounds, many of whom had learning disabilities. Pullen's research focuses on early language and literacy development, effective interventions for school-age children with or at risk for learning disabilities, early childhood interventions in pediatric settings, and teacher education. Since 2010, she has been Editor of Exceptionality, a special education journal. Paige Pullen has authored or co-authored several articles, chapters, and books on literacy and special education, and has conducted professional development for teachers, physicians, and nurses nationally and internationally.
Name: Patricia Snyder
Dr. Snyder is the inaugural recipient of the David Lawrence Jr. Endowed Chair in Early Childhood Studies and a professor of special education and early childhood studies in the College of Education at the University of Florida.
Name: Paul O. Burns
Florida Department of Education, Florida, United States
Deputy Chancellor for Educator Quality
Dr. Paul O. Burns began his teaching career in Missouri as a French teacher. He earned his Master of Arts degree in Education Administration from Lindenwood University and his doctorate in Educational Leadership from Saint Louis University where his research focused on teacher turnover in the state of Florida. He then served in numerous school leadership roles in Missouri before moving to Florida in 2014, when he joined the Sarasota County School district as a school leader. In January, 2018, Dr. Burns joined the Florida Department of Education as the Deputy Chancellor for Educator Quality.
Name: Paul Wojcik
Seminole County Schools, Florida, United States
Curriculum Specialist Grades 3-10
A passionate and experienced teacher of secondary mathematics, I have dedicated 33 years towards middle grades students since this is where I believe the greatest amount of growth can be experienced. I have an undergraduate degree in secondary math education, a masters degree in Math Education, and graduate work consisting of 18+ graduate credits in pure mathematics. My work in the classroom and in professional development for middle school teachers has led me to an ever increasing desire to extend a positive message about being a life long learner in the math classroom.
Teacher's experiences of virtual professional development focused on integrating writing in mathematics classrooms
Name: Pauline Smith
Pauline works as an education consultant supporting schools, colleges and universities with their professional development and learning programmes. She was previously employed as a senior education adviser with Dfe and the National College for Senior Leadership and worked as Head of CPD in Manchester Metropolitan University. Pauline's research, consultancy and publishing interests lie in the value to be added by collaboration across individuals and groups of schools, often stimulated by national government policies and initiatives. For the past few years, Pauline has been an active member of the West Midland's CPD Partnership which is a regional network of university, local authority and school members who have been meeting for over twenty years to share professional development and learning knowledge and experiences. This regional network, has produced a range of artefacts and tools to support schools and individuals with their professional learning systems and processes. The CPD Pathway Tool, demonstrated at the LfPL conference is an example of the value to be added through collaboration and professional dialogue.
Name: Pete Dudley
University of Cambridge, London Borough of Camden, United Kingdom
1. Lecturer 2. Director of Education
Pete taught primary and secondary in London and abroad and has held education leadership posts regionally, nationally and internationally. He directed the UK Government's Primary National strategy from 2006-11 and has pioneered the development of local, self-improving 'networked learning community' school systems - most recently leading the creation of London schools-led-improvement not-for-profit 'Camden Learning'. Pete now coordinates the Education Leadership and School Improvement Masters route at Cambridge where he continues his R&D of Lesson Study which he introduced into the UK from Japan in 2001. He continues his role in Camden. He is currently president of the World Association of Lesson Studies.
Leading dialogical professional learning through Lesson Study
I have spent many years developing Research Lesson Study (from the Japanese model) and researching how through its use teachers and leaders learn and how schools and systems can develop. I will bring tools used in supporting professional learning through RLS focusing on a prominent feature of professional learning in RLS: the formation of communities through which tacit knowledge can be accessed and harnessed. I contend that tacit knowledge plays a key role in teaching and learning and therefore in the improvement of teaching and learning it is important to be able to make it explicate and malleable.
Name: Phil Poekert
UF Lastinger Center, Florida, United States
Phil Poekert, Ph.D., is the Director of the UF Lastinger Center. Phil began his career teaching in New York, California and Florida. As Director, he leads a large portfolio of of research and service projects, including Algebra Nation and Early Learning Florida, which serve over 1,000,000 children and 60,000 educators across 9 states.
Translating Communities of Practice to Virtual Spaces
Learning is a social activity. Communities of Practice offer leaders and practitioners an opportunity to work together as they engage in reflective dialogue to examine their practice and collaboratively problem solve. Communities of practice include four major considerations: content, process, structure and conditions. Increasingly, people are connecting virtually, so how can the power of collaborative learning be translated into a virtual space? This session will prompt a discussion around case studies of efforts to facilitate reflective protocols virtually and develop an online presence that fosters the conditions of trust and safety needed for a community of practice to be effective.
Name: Philip Woods
University of Hertfordshire, United Kingdom
Director, Centre for Educational Leadership / Professor of Educational Policy, Democracy and Leadership
Professor Philip A. Woods is Director, Centre for Educational Leadership, and Professor of Educational Policy, Democracy and Leadership, University of Hertfordshire, UK. Author of over 130 publications, his work focuses principally on leadership as a distributed and democratic process and on issues of policy, governance, equity and change towards more democratic and holistic learning environments. He is currently leading the BELMAS (British Educational Leadership, Management and Administration Society) comparative review of educational leadership and administration in the four jurisdictions of the UK. His latest book, Collaborative School Leadership, co-authored with Amanda Roberts, was published by SAGE in 2018.
Developing Collaborative School Leadership: A catalyst to promote reflection and action
Critical dialogue around a catalyst for developing collaborative leadership in education. Participants in the dialogue are invited to discuss and offer feedback on the catalyst and the ideas it is based on. The catalyst presents a framework contrasting a hierarchical leadership culture fostering dependence and a collaborative leadership culture fostering co-development. Contrasting descriptions of learning, relationships, power and communication in these cultures are offered. Teachers, school leaders, students and others use the catalyst by exploring the statements and deciding which describe current practice and which describe desired directions of change: discussion facilitates critical reflection and action planning for leadership change.
Name: Rebecca Buchanan
University of Maine, Maine, United States
Assistant Professor of Curriculum, Assessment, and Instruction
Rebecca Buchanan is an assistant professor of curriculum, assessment and instruction, part of the School and Learning and Teaching at the University of Maine College of Education and Human Development. Dr. Buchanan studies teacher learning, broadly defined. She is interested in the intersection of personal identity, professional development, school reform, social justice, and educational change. She employs qualitative methods and discourse analysis to investigate how teachers learn in and across multiple contexts by connecting their own personal and professional pasts with the present.
Creating a Framework for Teacher Leadership throughout a Teaching Career
We are exploring how to develop teacher leaders across the career span. This includes revision of pre-service and graduate programs as well partnerships with local schools. Our goals are threefold: building capacity for teacher leadership and ongoing inquiry throughout the state, preparing pre-service teachers to enter the profession with a broader understanding of their role and the capacities needed for creating change in schools, and building connections among different programs and institutions. We are developing a multi-tier framework for this work that will be used to stimulate discussion about reform in teacher education.
Name: Riikka Hofmann
Dr Riikka Hofmann is a University Lecturer at the University of Cambridge where she co-leads the research strand "Dialogue, Professional Change and Leadership" within the Cambridge Educational Dialogue Research Group (CEDiR). Her research investigates sustainable professional change and leadership in schools, hospitals and higher education, with a particular focus on professional dialogues. Riikka works with schools in the East of England to facilitate research-informed change in school, teacher and student leadership. She is also expert member of the Cabinet Office led policy evaluation advice panel, and contributes as teacher and mentor to leadership development in the civil service and NHS.
The three ways of educational research: (How) Can research inform educational leadership for change
I will stimulate a dialogue on two education puzzles which I suggest are inter-linked: why it is so hard to change practice in schools even when practitioners it, and how research can inform change. I will use my research, and my school partnership work, to argue that a possible answer to both of these puzzles may lie in re-thinking the relationship between educational research, practice and leadership. I will share research data and findings and school case studies to jointly examine three ways of using research in educational leadership and practice. Participants are invited to co-construct a new model.
Name: Ruth Bourke
Mary Immaculate College, Limerick, Ireland
PhD researcher and Project officer
Ruth works for the Transforming Education through Dialogue (TED) Project, Curriculum Development Unit, Mary Immaculate College (MIC), Limerick, Ireland, where she facilitates networks of schools and engages in research and intervention projects. She is also a doctoral student in the Department of Learning Society and Religious Education, MIC, and her research is a case study analysis of two networks that support schools based in geographic areas with high levels of socio-economic disadvantage and deprivation. The first network is a principal network and the second is comprised of staff mainly working in a family liaison role. Her research explores networking as professional learning and a forum to enhance leadership skills.
School networking as professional learning and a forum to enhance leadership skills of staff in DEIS schools.
The networks in this research emerged in an organic, grass roots fashion over at twenty year period. The case study approach adopted involved thematic analysis (Miles et al. 2014, pp. 71-103) of data from 3 focus groups, 26 in-depth individual interviews, 20 surveys and documentary analysis of agendas and minutes of meetings from 1999 to 2018. Emerging findings indicate that participants conceptualise their involvement as a form of professional learning and a forum for developing leadership skills. I propose to share emerging findings and the conceptual framework underpinning the research with a view to dialogue and exploration with symposium participants and to solicit feedback.
Name: Samantha Jones
Advanced Practitioner - Teacher Development and Scholarship
I have worked in Further Education for over 18 years. I co-founded and chair Bedford College Group's research network and edit their blog. I convene the Beds, Herts and Bucks branch of the Learning and Skills Research Network and the British Educational Research Association's Special Interest Group in Post-Compulsory Education. In 2017 I organised, with the support of the NEU union, the inaugural 'researchmeet' for the FE sector. This opportunity for the sectors' practitioners and practitioner researchers to meet, share, collaborate and support which developed in 2018 to a group of three meets. Six are planned for 2019.
Ground-up research networks in Further Education
I would like to create a discussion on practitioner research in a constrained sector. Within this I am interested in exploring the personal and professional development of FE lecturers and other teachers leading or taking part in ground up initiatives like the Bedford College Group Research Network and Researchmeet. The session would also explore the tension created by group-up movements in terms of longevity and the interactions with the organisations surrounding them.
Name: Sarah Barnett
Brevard Public Schools- Meadowlane Primary Elementary, Florida, United States
I am currently in my 14th year as an educator. I earned both a bachelor's and master's degree in Early Childhood Education from the University of Florida, and I earned a second Master's degree in Educational Leadership from UWF. After teaching primary grades and holding many teacher leadership positions for 11 years, I am now the Assistant Principal at Meadowlane Primary Elementary, which serves 650 K-2 students. Recently, I participated in the Florida Teacher Leader Fellowship, focusing on teacher collaboration to support professional development, and I continue to facilitate and grow that practice at my school today.
The Challenge of Creating a Shared Sense of Accountability for Teachers of Primary Grades
Participants will explore the collaborative journey primary teachers must make to grow professionally in order to move from theme-based instruction to the standards-based instruction needed to promote achievement for all students in primary classrooms. Discussion will explore the challenge of creating a shared sense of accountability for teachers who do not participate in state-wide testing. We will consider questions such as: What data is relevant to supporting primary teachers' understanding of the connection between their professional development and the achievement of all students? How can we facilitate teachers' ownership of their professional development regarding standards-based instruction in inclusive primary classrooms?
Name: Sarah Lightfoot
HertsCam Network, Hertfordshire, United Kingdom
HertsCam MEd Programme Leader
I have been a teacher and senior leader in primary schools and an educational consultant, specialising in the education of the youngest children. My current role is Programme Leader of the HertsCam Network's MEd in Leading Teaching and Learning. My recently completed doctoral work focussed on developing a model of support for early childhood educators. The year-long programme enabled educators to enact an extended professionality, developing their capacity to lead change and innovation in their workplaces.
Recognising and supporting the leaderful behaviour of early childhood educators
The model of support developed in my doctoral study facilitated the emergence of the practice of leadership that is non-hierachical, relational, responsive and flexible. A challenge was that some participants in the programme had difficulty in acknowledging their own developing leadership capacity. I would like to stimulate a discussion about how I might help future participants recognise and celebrate leaderful behaviour in early childhood education settings.
Name: Simon Clarke
Graduate School of Education, Western Australia
Simon Clarke is currently Professor in the Graduate School of Education at The University of Western Australia, where he teaches, supervises and researches in the substantive area of educational leadership. His work is widely published and his overall contribution to education has been recognised through fellowships of the Australian College of Educators and the Australian Council of Educational Leaders.
Teachers Learning and Teachers Leading: Only connect
This conversation contends that leadership and learning are mutually supporting and reinforcing. Attention is devoted, therefore, to depicting how these two activities are indispensable to each other in day-to-day teachers' work, and the implications this symbiosis has for practice. For this purpose, exemplars of teachers' work are portrayed at an empirical level in which teachers' agency is enhanced when they are learners and leaders in different contexts. These exemplars are drawn from teachers' action enquiry projects designed to contribute to organisational improvement. Collectively, a persuasive illustration is presented of teachers' capacity being promoted when their learning and leading are connected.
Name: Simon Lind
Senior International Education Consultant
Simon has over 15 years of experience teaching English and Geography at primary and secondary levels at independent schools in the UK. At Cambridge University Press, he has trained thousands of teachers on active learning pedagogies in Africa, India, Pakistan, the Middle East and South-East Asia. Through his rich international experience, Simon has developed a deep understanding of the cultural contexts in which our teachers work.
How can middle leaders be nurtured remotely into catalysts for change?
When using Cambridge University Press textbooks for the first time, teachers need guidance e.g.: What are the underpinning pedagogical models of this resource and do they need to teach every activity? However, we can't train all teachers in person so we would like to help Heads of Department to run ''Getting Started'' workshops for their teams in a way that is highly adapted to their contexts. In August, we will pilot a set of scripted but editable cascade materials and videos. We would welcome ideas on how middle leaders could be supported remotely as catalysts for change within their school?
Name: Stephanie Eiland
Amherst School District, New Hampshire, United States
Stephanie Eiland has been a professional educator for 12 years, teaching middle school and serving as a K-12 district literacy leader. Stephanie designs and facilitates instructional trainings, develops content and curriculum for instruction, and coordinates virtual professional development district wide. Stephanie earned a BS in Psychology from Palm Beach Atlantic University and an MA in Reading Education from the University of South Florida. Stephanie has been instrumental in developing teacher capacity through developing an environment in which teachers grow professionally leading to higher student success.
Catching The Fire
Name: Steve Lebel
Steve Lebel is an Instructional Coach within the Amherst School District in Amherst, New Hampshire. He received his Doctorate of Education at Northeastern University. Steve is also an NHASCD Board Member, and EdReports Facilitator.
Teacher To Coach: Lessons From A First Year Instructional Coach
A strong instructional coach serves in a variety of roles: mentor, professional development leader, researcher, publicist, cheerleader, and agent for change. Teachers are assuming school leadership roles without a firm understanding of the flexibility, adaptability, and ever changing ideals that is needed for them to transition to their leadership roles. What are some of strategies teacher-leaders can employ to help them navigate through the transition? Led by an instructional coach, New Hampshire Association for Supervision and Curriculum Development Board Member, and EdReports Facilitator, this session will focus on the complex role of transitioning from a teacher leader to an instructional coach.
Name: Steve Walker
Bradford Academy, West Yorkshire, United Kingdom
Assistant Vice Principal for Teaching and Learning
I am currently the AVP for Teaching and Learning at a large all through school in a deprived district of Bradford. My role includes strategic leadership for Teaching and Learning. This includes Pedagogy and Practice, CPD, Student Voice, Behaviour for Learning (rewards) and managing a team of Lead Practitioners. In addition to this I am a staff governor and teacher of History (KS4/5). My wider roles have been as an SLE, AST and subject lead.
Developing and Maintaining a dynamic CPD programme within your school.
To create a dialogue about how schools can develop a self-sustaining system of continued professional development which meets the needs of the school, it's learners, all it's staff from the groundsman to the Principal. How to jigsaw in to this the demands from the external education agenda, the school's unique context and driving the long term vision of leadership.
Name: Sue Swaffield
Senior Lecturer and Fellow
Sue Swaffield's particular teaching and research interests include leadership for learning, critical friendship and assessment for learning. Her work on graduate programmes at the Faculty of Education builds on two decades of school teaching and service as a local authority adviser. Sue is a co-founder of Leadership for Learning the Cambridge Network, a member of the Cambridge Educational Dialogue Research group, a Fellow of Wolfson College, a Syndic of Cambridge University Press and of Cambridge Assessment, and Adjunct Research Fellow in the Griffith Institute for Educational Research, Brisbane. She is also Associate Editor of the journal 'Professional Development in Education'.
Structuring professional learning dialogue with specific language: seeking richness not tokenism
Dialogue is integral to professional learning. Its value can be enhanced by deliberately structuring the dialogue using thinking routines, protocols and also specific phrases expressing research-generated principles of practice. These have been especially useful for teachers from different contexts learning together to develop their Assessment for Learning, and Leadership for Learning, practices. Headline prompts (such as 'Conditions for learning') are helpful but can be used tokenistically: the challenge is how to lead the use of specific phrases to enhance professional learning dialogue such that the depth and richness beneath the headlines are surfaced to enhance not inhibit the dialogue?
Name: Sunny Chancy
Wakulla County School Board, Florida, United States
Sunny has been working with students in public education for 19 years, Before serving as Chief Academic Officer, sunny taught for eight years, was Assistant Principle of Curriculum for seven, Principal of Pathways and Director of Instruction. She has been Teacher of the Year and in 2016 she was District Director of the Year. While working in education sunny has helped to establish Medical and Engineering Academies, Automotive, Welding and Licensed Practical Nursing programs. She has streamlined the Response to Intervention process for students at risk in a successful effort to close the achievement gap in her community
Shared Ownership of Education: How to Implement Teacher Coach Model
Students are at the heart of what we do. Without leadership relevance in the classroom, led by the teachers, students will miss opportunities to develop their educational dialogue. The catalyst for this shift is empowering teachers, by administrators, to enhance ownership to education. Administrators who share accountability of professional growth with teachers themselves, in turn focus the educational experience on the student. The relationship of the conversation is developing strategies for educators to understand abilities in the team atmosphere of a school to build a targeted program that systematically increases impact for students, by sharing leadership with teachers through professional learning.
Name: Susan Lovett
Canterbury University, Christchurch, New Zealand
Associate Professor in Educational Leadership
Susan Lovett is an Associate Professor and coordinator for postgraduate educational leadership programmes at the University of Canterbury in Christchurch, New Zealand. Her research interests include early career teachers' learning and development, conceptions of leadership, transitions into leadership, and teacher leadership. She is sole author of a 2018 Springer publication "Advocacy for Teacher Leadership. Opportunity, preparation, support and pathways". In 2009 Susan was a Visiting Scholar in the Faculty of Education, Cambridge University.
A tool to open understanding of conditions for collaborative professional learning within and amongst schools
The need for professional collaborative learning cultures within schools and school clusters is widely accepted but harder to create and sustain. Four professional values will be used to stimulate conversation about how commitment to collaborative leadership for learning might be underpinned. The values are professional discretion, collegial obligation, reflective inquiry and discourse and evidence-based professional practice. Survey items drawn from international literature inform each value and will be explained and opened for discussion. The aim is to seek judgments about the usefulness of the survey tool to ascertain the strength of collaborative practice inside schools or in clusters.
Name: Suzanne Culshaw
PhD Student (submitting in Feb 2019)
Suzanne Culshaw is a full-time PhD student in receipt of a studentship from the School of Education at the University of Hertfordshire. She will be submitting her PhD dissertation in February 2019. She is a qualified secondary school teacher and has a Masters in Education with distinction in Educational Leadership and School Improvement from Cambridge University. Her doctoral research is exploring what it means to be struggling as a teacher; she used an arts-based method, collage, which allowed her participants to express their experience of struggling visually as well as verbally.
Coaching Through Collage
Arts-based methods such as collage can help reveal thoughts and feelings in ways that language cannot achieve. Visual thinking is different and so collage can help surface experiences beyond and beneath the spoken word. Building on doctoral research into what it means to be struggling as a teacher which used collage, Coaching through Collage has been developed as a form of professional dialogue to tease out and express work-based challenges within a coaching context. Collage offers the focus for a coaching conversation; discussing the visual metaphors created can help reveal opportunities and solutions that may otherwise not have been revealed.
Name: Suzie Dick
Arran High School, Isle of Arran, Scotland
Depute Head
Suzie Dick is a depute head teacher on the Isle of Arran and is currently undertaking her EdD at the University of Glasgow. Her key research interests include practitioner enquiry, teachers identity and professional learning, alongside promoting the use of grounded theory in educational research.
From an island - promoting and supporting professional learning and leadership in a remote setting
Exploring what professional learning means in a remote setting and the challenges it can pose in terms of isolation, access to opportunities and a small cohort of staff to work collaboratively with. The dilemma with a small staff and a small budget of balancing the needs of the school and the needs of the teacher to ensure their development and career progression is not limited by location.
Name: Svetlana Belic Malinic
Institute of Contemporary Education, Belgrade, Serbia
Director of Academic Affairs
Svetlana Belic Malinic has 20 years of experience in international teaching and educational leadership. Having graduated English Language and Literature from the University of Belgrade, Svetlana gained her Masters degree on Educational and Social Research at the University of London, Institute of Education, whereas she merged her knowledge and experience into a doctoral thesis on International Education at the University of Leicester. Svetlana is a Programme Leader for Cambridge Professional Development Qualifications and a member of Cambridge Assessment Specialists Team. In 2014, Svetlana was a finalist for the global award "21st Century Teacher of the Year" for the use of technology in teaching and learning, presented annually by Pearson.
Reciprocal coaching as a teacher support mechanism: a case study
While conducting action research for my PhD thesis, which explored how teachers could coach each other and develop professionally within a Cambridge International School in Serbia, I have come to understand how important the role of a school leader was. I would therefore like to share my personal views on staff motivation and encouragement, being both a researcher and a principal in the school, present the research findings and exchange ideas with the other leaders on the best teacher support mechanisms in international contexts outside the UK. These ideas would help me explore new facets and raise new research questions.
Name: Tara Mathien
Clinical Assistant Professor/Director, Unified Early Childhood ProTeach Program
Dr. Mathien is currently a Clinical Assistant Professor of Early Childhood Education and affiliate of the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida. She serves as Unified Early Childhood ProTeach Program Coordinator in the College of Education. Her research interests include teacher preparation, mentoring, field experiences, and career commitment. Her field-based work involves various international models of early childhood education. Dr. Mathien works with a variety of early childhood programs in Florida, Illinois, Switzerland, and Nepal. She also provides training and technical assistance surrounding developmentally appropriate practice, including curriculum, environments, and program policies.
Committed to the Profession: Creating Experiences for Teacher Efficacy and Observable Practices in Preservice Education.
Teacher commitment research often declare dire implications for education (think: teacher shortages, minimizing qualifications, dismal compensation, etc.). Reactions to such assertions often lead to a call for educational policy reform. Educator preparation programs are largely unaffected until reform policies are formally launched. The purpose of this conversation is to stimulate dialogue about the power teacher educators have to influence education systems by way of preservice education. Specific characteristics of field placements and targeted learning experiences, in which preservice educators have demonstrated an increased frequency of observable practices and have reported as resulting in higher levels of efficacy, will be explored.
Name: Tara Palmer
4th and 5th grade instructor
Tara Palmer is a 4th and 5th grade instructor in the 4th and 5th grade learning community at P.K. Yonge Developmental Research School at the University of Florida, where she has taught since 2015. Prior to teaching at P.K., she taught 1st and 2nd grade in a Title 1 school in Alachua County, Florida. She holds a master's degree in elementary education from the University of Florida (UF) and is currently pursuing her doctorate in curriculum, teaching, and teacher education at UF.
Macy Geiger and I will share our journeys in becoming teacher leaders through teacher inquiry, or action research. Teacher inquiry puts educators in the driver's seat of their professional learning, empowering them to investigate and reflect upon their practice and continually seek to transform student learning. Engaging in teacher inquiry has changed us as educators and impacted our students. It has also inspired our colleagues to engage in the process, with it becoming our official adopted method of professional learning and teacher evaluation in our school. Through sharing our journeys with you, we hope to ignite your action research flame!
Name: Thomasenia L. Adams
Professor & Associate Dean
Thomasenia Lott Adams is professor of mathematics education in the College of Education (COE) at the University of Florida. She is the COE Associate Dean for Research and Faculty Development and the Mathematics Program Officer (MPO) for the UF Lastinger Center for Learning. Dr. Adams has written 11 books and 50+ journal articles. She is also an associate editor of NCTM's journal, Mathematics Teacher: Learning and Teaching, PreK-12. As the MPO, she contributes to Algebra Nation, a platform designed to support students' success in Algebra I and Math Nation, a platform designed to support students' success in middle school mathematics.
The Importance of Precision in Discourse in Mathematics Classrooms
WDiscourse is an important element of mathematics instruction. In promoting discourse, we must "attend to precision" (NGA & CCSSO, 2010). For example, if we define isosceles triangle as a triangle with two sides of the same length, we are allowing for an equilateral triangle to also be an isosceles triangle. If this is desired, fine. If this is not desired, then we must revisit how we define isosceles triangle. The presenter will share other examples where precision is critical and engage participants to share examples and discuss ways we can support precision in mathematics discourse.
Name: Yoonjeong Lee
University of Leicester, United Kingdom
Associate tutor
Dr Yoonjeong Lee did her PhD at the University of Warwick. Her thesis was a qualitative study about motivation, preparation and the first year practice of secondary school headteachers in South Korea. She did her MA at the UCL, IoE in Educational Leadership and Management. Her MA dissertation was a comparative study about the pathways to become a headteacher between South Korea and England. Prior to her Postgraduate Studies in the UK, she managed university evaluation, established the Centre for Teaching and Learning, and created various international programmes in the university in Korea.
Professional Learning Communities, one of the most effective ways of leadership preparation
Korean teachers were recruited from the top 5% of university graduates. These intelligent group of professionals make various professional learning communities. In the centralised education system, they were able to get financial support from the government and they can share the results of their research or other achievements through online networking. My research was about Korean headteachers' motivation, preparation, and their first-year practice. 33 headteachers were interviewed. From these 33 headteachers, 20 of them opened their daily life in their school context and their lives were shadowed. All of the participants joined professional learning communities in the process of leadership preparation. After they became a headteacher they pointed out their activities as one of the important leadership preparations and they supported their teachers' professional learning communities. Why were professional learning communities lively activated in Korea? Why were professional learning communities important in leadership preparation in the headteachers' perspectives? How were the professional learning communities useful for leadership preparation? The nature of the teaching profession, quality of teachers, education-oriented culture, leadership experience, function of networking, and governmental support were revealed from the data as important clues to answer these questions. In the symposium, we can discuss about this further and the Korean case can be compared with other countries' cases.
Adam Harbinson
André Koffeman
Bill Talbot
Phil Poekert
Carmel Patterson
Catherine G. Atria
Chris Dale
Dhirapat Kulophas
Elaine Wilson
Ema Demir
Emily Perry
Fiona King
Giorgio Ostinelli
Glenna Sigmon
Greer Johnson & Bev Flückiger
Haley Marie Jacks
Jacqueline Morley & Zoe Robertson
Janet C. Fairman
Jessica B. Struhsh
Jessica Richards
Jill Harrison Berg
Lukas Hefty
Lynda Hayes
mai dinh keisling
Marva Tutt
Mieke Valk (Co-presenting with Stephanie Eiland)
Mollie Bryen
Mussarat Shahid
Neil Dempster
Patricia Snyder & Maureen Conroy
Pete Dudley
Rebecca Buchanan
Ruth Bourke
Samantha Jones
Sarah Barnett
Sarah Lightfoot
Steve Lebel
Sunny Chancy
Susan Lovett
Tara Mathien
Tara Palmer
Thomasenia L. Adams
Makeda-Ione F Brome
Suzanne Culshaw
Sue Swaffield
Alex Alexandrou
Suzie Dick
Alison Weatherston
Symposium Strand Groupings
Pauline Smith
Henk van Woudenberg
Eimear Holland
Macy Geiger
Paul Burns
Bev Fluckiger
Graham Thomson
Gulmira Kanayeva
Katy Granville-Chapman
Maureen Conroy
Philip Woods
Simon Clarke
Stephanie Eiland
Svetlana Belic Malinic
Paul Wojcik
Karen Momber
Dong Nguyen
Yoonjeong Lee
Carmen Montecinos
Ingrid Paalman
Mickey MacDonald
Christy Gabbard
Lizana Oberholzer
Student Plenary Session PPT
Small Group Session Notes
Plenary Powerpoint
Chart Paper Images
Acknowledging Symposium Materials
The DCU Institute of Education is the newest faculty of Dublin City University and is based in DCU St Patrick's Campus, Drumcondra. The Institute brings together students of education across all sectors from early childhood, to primary and post-primary, and further and higher education. As well as providing a range of undergraduate programmes in education, the Institute offers a rich menu of taught and research-based postgraduate programmes, at doctoral, masters, diploma and certificate levels.
As a centre of expertise and excellence in teacher education and education more generally, the Institute hosts a range of research centres in key areas of priority and has an ambitious and growing programme of research. With internationally-recognised experts in education policy, inclusive and special education, curriculum and pedagogy, assessment, literacy, evaluation and teacher education, the Institute provides a dynamic learning and working environment. As one of the world's leading young Universities, DCU has established its fifth and newest faculty out of a conviction that studies and research in education and the preparation and support of teachers are central to the transformation of lives and communities.
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