Conference Agenda

Building Bridges of Cooperation: Investigating the Usability and Efficiency of the Inventors’ Playground Project Based on Multicultural Collaborative Learning An Example of a New Design of Education in Response to the Pandemic Crisis

Karima Ouerjani¹, Fatimazahra El Boussaidi², Maria Pomianowska³, Michał Malinowski⁴

1: 30 July High School, Sidi Bennour, Morocco; 2: Ibn Sina Secondary School, Temara, Morocco; 3: Academy of Music, Krakow, Poland; 4: Storyteller Museum MuBaBao, Warsaw, Poland

Transition and Transformation - Bridging In-School And Virtual Learning During A Pandemic : Reculturing through Creativity, Collaboration, Commitment and Communication

Bernardine Mizzi^1,2, Esmeralda Zerafa^1,2, Grace Grima^1,2

1: Chiswick House School; 2: St Martin's College

Students’ Well-being And Self-efficacy Beliefs During The Covid-19 Crisis

Sébastien Dellisse¹, Liesje Coertjens¹, Noémie Baudoin¹, Maïlis Gigi¹, Dominique Lafontaine², Ariane Baye², Françoise Crépin², Benoit Galand¹

1: Université catholique de Louvain; 2: Université de Liège

GTC Scotland Supporting Teacher’s Health and Wellbeing in a Global Pandemic

Sharon Smith

General Teaching Council for Scotland, United Kingdom

Key Actors Leading Knowledge Brokering Processes for Sustainable School Improvement with PLCs

Elske van den Boom-Muilenburg¹, Cindy Poortman¹, Alan Daly², Kim Schildkamp¹, Siebrich de Vries³, Joelle Rodway⁴, Klaas van Veen³

1: University of Twente, Netherlands, The; 2: University of California San Diego, United States of America; 3: University of Groningen, Netherlands, The; 4: Memorial University of Newfoundland, Canada

Professional Learning Communities for Equity and Social Justice

Karen Ramlackhan

University of South Florida, United States of America

Distributed leadership in post-primary schools: A Scoping Review mapping current empirical research

Niamh Hickey, Aishling Flaherty, Patricia Mannix McNamara

University of Limerick, Ireland

Investigating The Effects Of School Leadership In Austrian Primary Schools

David Kemethofer¹, Christoph Helm², Julia Warwas³

1: University College of Teacher Education Upper Austria, Austria; 2: University of Teacher Education Zug , Switzerland; 3: University Hohenheim, Germany

Network Leadership: The New Imperative of Education

Alma Harris¹, Cecilia Azorín Abellán², Michelle Jones¹

1: Universtity of Swansea, UK; 2: University of Murcia, Spain

Using Multimodal Data In Education: Aligning Multiliteracies, Curriculum, And Assessment

Chair(s): Øystein Gilje (University of Oslo, Norway)

Presentations of the Symposium

Curriculum and Assessment Mismatch: Examining the Role of Images in Literacy Assessments

Fei Victor Lim
National Institute of Education, Nanyang Technological University, Singapore

Exploring Teachers’ Written Feedback in Digital Systems With a Focus on Strategies and Impact of the System’s Design

Anna Åkerfeldt
Stockholm University, Sweden

Tracing Multimodal Composition and Assessment Practices in Secondary Classrooms

Øystein Gilje
University of Oslo, Norway

Negotiating Alignment and Authenticity – Improving Assessment Data Collection in Vocational Education and Training

Henning Fjørtoft
Norwegian university of Science and Technology, Norway

Professional Learning Networks in Hong Kong Schools Development

Chair(s): Paula Kwan (The Chinese University of Hong Kong), Hung Cheong, Morton Chan (The Chinese University of Hong Kong)

Presentations of the Symposium

Self-financing Professional School Improvement Programmes under University-school Partnership

Hung Cheong, Morton Chan, Bik Yue, Beatrice Ho, Hoi Chi, Rosy Tsang
The Chinese University of Hong Kong

Comprehensive School Improvement in Practice: Collaborative Actions for Middle Leaders’ Professional Development and Learning and Teaching Enhancement in Hong Kong

Chui Shan Tracy Wu, Hiu Tung Becky Cheung, Wing Ching Prudence Poon
The Chinese University of Hong Kong

Comprehensive School Improvement in Practice: Challenges and Breakthrough of Facilitating Whole-person Development in Hong Kong

Ho Yee Pauline Chan, Chun Man Alice Lee
The Chinese University of Hong Kong

Developing School Superintendents and Managers to Improve School Performance in Hong Kong

Paula Kwan, Yuet man Benjamin Li
The Chinese University of Hong Kong

Using Student Feedback for the Development of Teacher Professionalization and Teaching Quality

Chair(s): Sebastian Röhl (University of Education Freiburg)

Discussant(s): Adrie J. Visscher (University of Twente)

Presentations of the Symposium

The Perception Problem: A Comparison of Teachers’ and Students’ Perceptions of Instructional Quality

Benedikt Wisniewski¹, Sebastian Röhl^2
1Augsburg University, ²University of Education Freiburg

Effects of Student Feedback on Teaching Quality in Schools – a Meta-Analysis

Sebastian Röhl
University of Education Freiburg

Attitudes towards Student Feedback and its Use for Reflecting on Teaching – a Comparison of Attitudes of Pre-service Teachers in Germany and Switzerland

Kerstin Göbel¹, Corinne Wyss², Katharina Neuber¹, Meike Raaflaub^3
1University of Duisburg-Essen, ²University of Applied Sciences and Arts Northwestern Switzerland, ³Zurich University of Teacher Education

Networks Of Inquiry Weaving The Ways: What Are We Learning? How Is It Going? Where To Next?

Judith Lindsay Halbert, Linda Kaser, David Martin, Natalie Mansour, Begonya Folch Martinez, Rebecca Sweeney, Verity Cane, Robyn Thorpe, Brooke Moore, Sarah Lockman, Catherine Ludwig, Victoria Ibanez Gonzalez

Networks of Inquiry and Indigenous Education, Canada

Being, Belonging, Becoming – Improving Transitions For Indigenous Learners

Judith Lindsay Halbert, Jana Fox, Angela Stott, Michelle Miller Gauthier, Barb Hamblett, Linda Kaser

Networks of Inquiry and Indigenous Education, Canada

Impact of a Kindergarten Readiness Program on Student Preparedness and Teacher Perceptions of Student Preparedness, in Children Diagnosed with Autism Spectrum Disorder

Michelle Kathleen Schmidt¹, Claire Egan²

1: School District No. 36 (Surrey), Canada; 2: Semiahmoo Behaviour Analysts Incorporated

Deaf or Hard of Hearing Children and Youth attending Neighbourhood Schools: Equitable access and Deaf Empowerment

Michelle Kathleen Schmidt

School District No. 36 (Surrey), Canada

By Principals for Principals: Learning for Leading

Nadine Trépanier

Ontario Principals' Council, Canada

Strengthening Our School Safety Net: A Case Management Approach for Supporting In-Risk and Exceptional Learners

Stephanie McNeill, Greg Clark, Kelly Davy

Hamilton-Wentworth DSB, Canada

From Data Science to Data Use: From High Tech to Human Touch

Burcu Toptas¹, Susanne Spiele¹, Kim Schildkamp¹, Alex J. Bowers²

1: University of Twente; 2: Teachers College, Columbia University

Misconceptions About Data-based Decision Making in Education: An Exploration of the Literature

Ellen B. Mandinach¹, Kim Schildkamp²

1: WestEd, United States of America1; 2: University of Twente, Netherlands

Assessment Techniques and Students’ Ownership: Differences in Formative Assessment Practices between The Netherlands and Flanders

Jitske de Vries¹, Roos Van Gasse², Marieke van Geel¹, Peter Van Petegem², Adrie Visscher¹

1: University of Twente, Netherlands, The; 2: University of Antwerp, Belgium

School Inspection During and Post the COVID-19 Pandemic: Purposes, Priorities and Practices

Melanie Ehren¹, Carmen Montecinos², Christopher Chapman³

1: Vrije Universiteit Amsterdam; 2: Pontificia Universidad Catolica de Valparaiso, Chile, Chile; 3: University of Glasgow

An On-line Comprehensive Assessment of Learning and Socioemotional Well-being for Chilean Students in Times of Covid-19

Marcela Huepe, Maximiliano Romero, Carolina Leyton, Sofia Brunner, Paz Cadena, Juan Bravo, Carolina Vidal

Agency for the Quality of Education, Chile

COVID-19 and Schooling: Evaluation, Assessment and Accountability in Times of Crises - Reacting Quickly to Explore Key Issues for Policy, Practice and Research with the School Barometer

Stephan Gerhard Huber, Christoph Helm, Marius Schwander, Paula Sophie Günther, Nadine Schneider, Julia Alexandra Schneider, Jane Pruitt

University of Teacher Education Zug, Switzerland

Teacher Voices: Informing Educational Leadership Development for Twenty-First Century Schools in the MENA Region

Kathleen Copeland, Hilary Mead, Ahlam Musa

University of Delaware, United States of America

Connection, Communication and Care during Locked-down Leadership

Fiona Longmuir

Monash University, Australia

Growing Innovation across Rural Sites of Learning: Openings, Serendipity, and Generativity

Leyton Schnellert¹, Donna Kozak², Mehjabeen Datoo³, Miriam Miller¹, Graham Giles⁴

1: University of British Columbia, Canada; 2: University of British Columbia - Okanagan, Canada; 3: University of Toronto, Canada; 4: York University, Canada

Documenting the Lived Experiences of Students and Parents in Ontario Tutoring Centers.

Alaa Azan

University of Ottawa, Canada

Deconstructing Development: Reconceptualizing Early Childhood through a Critical Race Approach

Zuhra Abawi

Niagara University, Canada

Lessons from COVID-19: Perspectives from UNICEF, the OECD, and ARC Education Project.

Chair(s): Andy Hargreaves (ARC Education Project)

Discussant(s): Andy Hargreaves (ARC Education Project)

Presentations of the Symposium

Lessons learned from the Education Responses to the COVID-19 Crisis: Policy Implications

Robert Jenkins, Janet Lennox, Nicolas Reuge
UNICEF

Taking the Panic out of the Pandemic: What the ARC Education Project has Learned about Supporting Educational Systems during the COVID-19 crisis.

Trista Hollweck¹, Richard Barwell^2
1ARC Education Project, ²University of Ottawa

Implementing COVID-19 Education responses: an OECD perspective

Beatriz Pont
OECD

The Caribbean Experience of Public Examinations in a Time of Crisis

Chair(s): Jerome De Lisle (The UWI)

Presentations of the Symposium

Are Public Examinations a Constraint on System Improvement? Lessons Learned in a Pandemic

Jerome De Lisle
The UWI

Do We Even Need a Placement Examination in a Pandemic? The Trinidad and Tobago 11+ in Crisis

Nalini Ramsawak-Jodha, Nirmala Ramnarine-Sinanan, Tracey Lucas
The UWI

When Trust in a Public Examination Agency Erodes: CXC and the CAPE/CSEC 2020 Debacle

Carla Kronberg, Murella Sambucharan, Nicola Mark
The UWI

Problematizing and Possibilizing Educational Improvement Networks

Chair(s): Lorna Earl (Independent)

Discussant(s): Carol Campbell (University of Toronto)

Presentations of the Symposium

When Seekers Reap Rewards and Providers Pay a Price: The Role of Resource Exchange and Discussion Utility in Improving Practice

Rachel Cann¹, Claire Sinnema¹, Yi-Hwa Liou², Alan Daly³, Joelle Rodway^4
1The University of Auckland, ²National Taipei University of Education, ³The University of California, San Diego, ⁴Memorial University

A Theory of Action Account of Across-School Collaboration

Claire Sinnema¹, Darren Hannah¹, Alex Finnerty², Alan Daly^3
1The University of Auckland, ²Independent, ³The University of California, San Diego

Bridging Social Capital: The Role of Network Intentionality within Systems of Communities of Learning

Yi-Hwa Liou¹, Claire Sinnema², Alan Daly³, Joelle Rodway⁴, Hamish Chalmers², Darren Hannah², Rachel Cann^2
1National Taipei University of Education, ²The University of Auckland, ³The University of California, San Diego, ⁴Memorial University

Flourishing in Networks: The Role of Collective Efficacy and Collaboration in Supporting Wellbeing

Alan Daly¹, Peter Bjorklund¹, Jeffery Brooks², Anita Caduff¹, Melanie Brooks¹, Nicola Sum³, Matthew Sinclair^2
1The University of California, San Diego, ²RMIT, ³Monash University

Africa Voices Dialogues - Co-creating Spaces of Belonging for African Educators and Learners

Robyn Whittaker¹, Abdelaziz Zohri¹, Andrew Wambua¹, Karima Kadaoui²

1: Africa Voices Dialogues, South Africa; 2: Tamkeen Community Foundation for Human Development

Disrupting Boundaries To Build Bridges

Sinead Gormally, Helen Martin, Lauren Boath, Jennifer Farrar, Joyce Nicholson

University of Glasgow, United Kingdom

Development of a Sustainability Tool of Educational Interventions

Anne Tappel, Cindy L. Poortman, Kim Schildkamp, Adrie J. Visscher

University of Twente, Netherlands, The

Learning at the School that Learns: A collaborative inquiry team

Mireia Xortó Prados, Begonya Folch Martínez

Catalan Ministry of Education, Spain

Future Missing – The German Social-Exclusion Dilemma And Crisis-Responding Educational Policies

Astrid Loff

PH Ludwigsburg/Ludwigsburg University of Education, Germany

Children’s Neighbourhoods Scotland: A Place-based Approach Working Across Boundaries To Tackle Social And Educational Inequity.

Alison Drever, Kevin Lowden, Chris Chapman, Sarah Ward

University of Glasgow, United Kingdom

Developing Student Teachers’ TPACK-practical Knowledge and Practices: The Influence of an SQD-based Practicum Experience

Youmen Chaaban¹, Rania Sawalhi²

1: Azm University; 2: Qatar univ

School Strategies during Shutdown – Has there been any Change at all?

Enikö Zala-Mezö, Johanna Egli

Zurich University of Teacher Education

Families´ Views of the Teaching-learning Process in the Context of the Covid19 Pandemic: Exploring Critical Issues from a Comparison Between Chile, England and Italy

Romina Madrid Miranda¹, Sara Romiti², Jon Barr³

1: Pontificia Universidad Católica de Valparaíso, Chile; 2: INVALSI National Institute for the Evaluation of the Educational System of Instruction and Training; 3: St Barnabas C of E Primary School (City of Bristol)

Reconceptualising Collaboration in the context of Crisis Response and Systemic Improvement

Paul Campbell

ESF Sha Tin Junior School/ University of Glasgow, Hong Kong S.A.R. (China)

Leading Professional Learning Networks. The Experiences And Needs Of Headteachers In Slovenia.

Mateja Brejc

National School for Leadership in Education, Slovenia

Linking Principal Leadership to Student Achievement: Evidence from Turkey

Nedim Özdemir¹, Feyza Gün², Ahmet Yirmibeş³

1: Ege University, Turkey; 2: Karamanoglu Mehmetbey University, Turkey; 3: Bartın University, Turkey

Surviving COVID-19 and Ensuring Digital Access to Education in Extreme Poverty Contexts

Cecilia Azorín¹, Cristóbal Ruiz-Román², Jesús Juárez², Lorena Molina³

1: University of Murcia, Spain; 2: University of Malaga, Spain; 3: Association Chavorrillos

Working Towards Equity While Dealing with Crisis? The COVID-19 Pandemic and Leadership at Schools Serving Disadvantaged Communities

Chair(s): Nina Bremm (Zurich University of Teacher Education)

Discussant(s): Nina Bremm (Zurich University of Teacher Education)

Presentations of the Symposium

Leading Schools in the Face of the COVID-19 Pandemic: Changing Practices and Orientations

Isabel Dean¹, Laura Beckmann², Sabrina Rutter^2
1University of Siegen, ²University of Duisburg-Essen

Lowering Expectations, Lowering Requirements? Educational Goals of Schools Serving Disadvantaged Communities during COVID-19 and Distance Learning

Esther Dominique Klein¹, Livia Jesacher-Rößler^2
1University of Marburg, ²University of Innsbruck

Collegial Leading in Coping with the COVID-19 Pandemic. Orientations of Teachers with Functional Positions in School Improvement Processes

Tobias Dohmen¹, Kathrin Racherbäumer², Michael Stralla^1
1University of Cologne, ²University of Siegen

Student Perceptions of Teaching Quality Put to the Test

Chair(s): Hannah Bijlsma (Department for teacher professionalization. University of Twente, Enschede, The Netherlands)

Discussant(s): Richard Göllner (University of Tübingen, Germany Hector Institute for Empirical Research on Education)

Presentations of the Symposium

Effects of Student Composition on Teaching Quality: Implications for the Validity of Student Ratings

Benjamin Fauth¹, Cansu Atlay², Hanna Dumont³, Jasmin Decristan^4
1Institute for Educational Analysis (IBBW) and University of Tübingen, Germany, ²LEAD Graduate School & Research Network, Germany, ³DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Germany, ⁴Bergische Universität Wuppertal, Germany

Exploring Student Perceptions of Differentiated Instruction

Marieke Van Geel¹, Trynke Keuning^2
1Department for teacher professionalization. University of Twente, Enschede, The Netherlands, ²University of Applied Sciences, KPZ, Zwolle, The Netherlands

A Comparison of the Teaching Quality Perspectives of School Inspectors, Students, and Teachers

Adrie Visscher, Hannah Bijlsma
Department for teacher professionalization. University of Twente, Enschede, The Netherlands

Learning About Leadership From The Pandemic Experience of Rural Alaska

Karen Martin, Dan Polta

Denali Borough School District, United States of America

(Re-)Learning to Lead: Helping Educators Manage Crises of Professional Identity and Loss

James Noonan

Salem State University, United States of America

How Can I Help? Networking to Develop Critical Skills for Today’s School Improvement Coach

Mike Siebersma¹, Danette Parsley¹, Ceri Dean²

1: Marzano Research, USA; 2: Dean Education Consulting, USA

Educational Transformation through an Equity Lens: Collaborating to Engage All Learners

Terry Ellen Taylor¹, Schnellert Leyton²

1: School District 10, Canada; 2: University of British Columbia, Canada

Building Communication Bridges in a Virtual World

Luciana Maria Cardarelli, Jan Murphy

Catholic Principals' Council of Ontario, Canada

Student Engagement: Beyond Relevance, Technology, and Fun

Dennis Lynn Shirley¹, Andy Hargreaves²

1: Boston College; 2: University of Ottawa

Unleashing the Power of the Collective in Education

Tom Bentley¹, Aarushi Singhania¹, Suzanne Cridge²

1: RMIT University, Australia; 2: Social Ventures Australia

Creating Inviting School Cultures During Covid-19: The role of the principal

Corinne Brion

University of Dayton, United States of America

From Crisis To Opportunity: Creating Niches of Possibility In Conventional Schooling

Thomas Hatch

Teachers College, Columbia University, United States of America

Beyond 'Panic and Crisis Schooling': Towards 'Deep Learning' in a Hybrid Model for Rural Primary Schools

Lydia Lymperis

Newcastle University, United Kingdom

How school leaders sustain improvement efforts during the COVID-19 pandemic: Insights from a Research Practice Partnership

Nicolette van Halem¹, Prof. Dr. Alan J. Daly², Dr. Marie Lockton², Dr. Yi-Hwa Liou³, Dr. Devin Vodicka⁴, Dr. David Vannasdall⁵

1: Vrije Universiteit Amsterdam, Netherlands, The; 2: University of California, San Diego; 3: National Taipei University of Education; 4: Altitude Learning; 5: Arcadia Unified School District

Measuring The Impact Of COVID-19 On Early Education And Care In The UK: Perspectives Of Teachers and Practitioners

Jacky Tyrie, Tom Crick, Helen Lewis, Cathryn Knight

Swansea University, United Kingdom

Working With Animals And Children In The Early Years: An International Study On Practices, Perceptions And Pragmatics.

Helen E Lewis¹, Cathryn Knight²

1: Swansea University, United Kingdom; 2: Swansea University, United Kingdom

Using Teacher-Centered Design to Build Equitable Outcomes in Mathematics for Young Learners

Jennifer McMurrer, Robyn Pinilla, Leanne Ketterlin Geller, Alain Mota, Cassandra Hatfield

Southern Methodist University, United States of America

Development and Validation of a Comprehensive Questionnaire to Assess Students’ Motivation in the Context of Peer Feedback in Higher Education

Priyanka Donald Pereira, Dr. Kim Schildkamp, Prof. Dr. Ir. Bernard Veldkamp, Dr. Maaike Heitink

University of Twente, Netherlands, The

Buttresses for Building Bridges to connect Digitalisation and Education: Teacher Professional Development and Support Systems for School Development

Lara-Idil Engec, Manuela Endberg

University of Duisburg-Essen, Germany

Implications of Teacher Evaluation for Professional Capacity in Four Countries

JISU RYU

University of Minnesota, United States of America

COVID-19 Response: An Opportunity to Build Bridges Across K-12 and Post-Secondary Institutions in Coastal British Columbia, Canada

Paige Fisher, Marian Riedel, Rachel Moll, Riki Cox, Alison Taplay, Leif Rasmussen, Colin Pybus, Luan Arbuckle

Vancouver Island University, Canada

Whose allowed to teach? Troubling White Privilege in Education Leadership: An Ontario Perspective

Zuhra Abawi

Niagara University, Canada

Working and Learning Together: International Experiences of School Networks to Overcome COVID-19 Educational Challenges

Chair(s): Christopher Chapman (University of Glasgow, Scotland)

Discussant(s): Carol Campbell (University of Toronto, Canada)

Presentations of the Symposium

The creation of Hub Schools in Response to the Covid-19 Pandemic: Example of Accelerated Change and Multi-disciplinary Collaboration in the Scottish System

Joanne Neary
University of Glasgow, Scotland

In and Between Schools Collaboration and its Effects on Learners’ Performance in Kenya

Andrew Kitavi Wambua
University of Heidelberg, Germany

The Development of School-to-school Collaborative Arrangements in a Centralized Context

Sotiria Kanavidou
University of Southampton, England

Collaboratively Navigating through Inquiry in Education two Competitive Systems: School Networks in England and Chile

Paul Armstrong¹, Mauricio Pino-Yancovic^2
1University of Manchester, England, ²University of Chile, Chile

Developing Inquiry Leadership During A Pandemic – Five Perspectives From Canada To Sweden

Chair(s): Judy Halbert (University of British Columbia), Linda Kaser (University of British Columbia)

Discussant(s): Louise Stoll (UCL Institute of Education)

Presentations of the Symposium

Building a Supportive Leadership Model

Lisa Carson
Kamloops Thompson School District

Building School And District Leadership Competencies During A Pandemic – The Silver Linings

Nancy Gordon, Brad Bauman
Delta School District

Never Let A Good Crisis Go To Waste

Nicole Morgan¹, Paula Thompson^2
1Yukon Department of Education, ²Yukon De[artmnet of Education

Leading An Inquiry Based School Development Program On Remote

Lillemor Rehnberg, Ingela Netz
Uppsala University

Professional Decision-Making in Education

Chair(s): Kristin Vanlommel (Hogeschool Utrecht)

Discussant(s): Milan Pol (Masaryk University)

Presentations of the Symposium

Modelling Educational Systems: a Way to Improve Practitioner Decision Making?

Chris Brown, Peter Tymms
Durham University School of Education

Data Ethics in Education: A Theoretical, Practical, and Policy Issue

Ellen Mandinach¹, Jo Beth Jimerson^2
1WestEd, USA, ²Texas Christian University, USA

Development of Schools’ Data Culture during a School-Wide Data-Based Decision Making Intervention

Marieke van Geel¹, Trynke Keuning^2
1University of Twente, ²KPZ University of Applied Science

Scotland’s Professional Standards for teachers: The Challenges and Opportunities of National Engagement and Development

Charlaine Simpson

General Teaching Council for Scotland, United Kingdom

Culturally Proficient Professional Development and Learning Transfer

Corinne Brion

University of Dayton, United States of America

School Networks for educational change in the City of Barcelona

Jordi Díaz-Gibson¹, Mireia Civis Zaragoza², Marta Comas Sabat³, Imma Adell Meseguer⁴

1: Ramon Llull University, Spain; 2: Ramon Llull University, Spain; 3: Consortium of Education City of Barcelona, Spain; 4: Consortium of Education City of Barcelona, Spain

Collaboration and Transfer in Multi-Actor School Networks – Crossing Boundaries and Creating Opportunities for Professional Learning Addressing Education in a Digital World, Schools Facing Challenging Circumstances and Education for Sustainable Development

Marco Hasselkuß¹, Anna Heinemann², Manuela Endberg¹

1: University of Duisburg-Essen, Germany, Working Group on Educational Research; 2: University of Duisburg-Essen, Germany, LearningLab

Collaboration During COVID-19 – Exploring How a School PLC Can Continue to Develop When Faced With a Crisis.

Emma Adams

British School of Brussels, Belgium

Using ICT For School Leadership And Management - Results From A Multi-Perspective Study

Pierre Tulowitzki¹, Julia Gerick²

1: University of Applied Sciences and Arts Northwestern Switzerland (FHNW), Switzerland; 2: TU Braunschweig, Germany

Distance Learning – when the unthinkable becomes conceivable

Jörg Berger

Association of School Principals Switzerland VSLCH, Switzerland

Exploring Educational Systems in the Pandemic Era: Policy, Leadership and Praxis in Four MENA Countries

Chair(s): Khalid Arar (Texas State University), Abdellatif Sellami (Qatar University)

Discussant(s): Abdellatif Sellami (Qatar University)

Presentations of the Symposium

Education in Kuwait during the pandemic: A policy perspective

Ibrahim Alhouti
UCL Institute of Education

Senior School Leaders’ Instructional Leadership in Qatar During the Pandemic

Rania Sawalhi
Qatar University

Exploring leadership in times of emergency: The case of Moroccan Education during COVID-19

Abdelaziz Zohri
ENCG Settat, University Hassan First of Settat

Exploring Teachers’ Professional Agency Within Shifting Educational Contexts: A Case of Lebanon

Youmen Chaaban
Azm University

A Multi-Perspective Approach Towards Lecturer Professional Development For Educational Innovation With IT

Chair(s): Kim Schildkamp (University of Twente)

Discussant(s): Joke Voogt (University of Amsterdam)

Presentations of the Symposium

Theory Of Effective Professional Development: Building Blocks From Literature

Dorien Hopster-den Otter¹, Marlies Ter Beek¹, Marieke Van Geel², Kim Schildkamp^2
1University of Twente, Surf, ²University of Twente

Practice Of Professional Development: The Development, Implementation And Evaluation Of A Professionalization Program

Dorien Hopster-den Otter¹, Marlies Ter Beek¹, Marieke Van Geel^2
1University of Twente, Surf, ²University of Twente

Policy For Professional Development: An Instrument for Integral Embedding PD

Dorien Hopster-den Otter¹, Marlies Ter Beek¹, Marieke Van Geel^2
1University of Twente, Surf, ²University of Twente

Koh-Learning In The Nechako Watershed: Honouring Seasonal Voices Among Youth, Communities and Waterways

Deborah Corinne Koehn¹, Margot Parkes², Barry Booth²

1: Vancouver Island University; 2: University of Northern British Columbia

How Are Relational And Place-based Experiences Of Deeper Learning For Educators, Students And Communities Empowering Students To Act As Agents Of Change

Deborah Corinne Koehn¹, Mia Moutray²

1: School District 91/Vancouver Island University, Canada; 2: School District 91, Nechako Lakes, BC

Agility In Leadership Amid The Pandemic An Exploration Of School Principals’ Experience

Venesser Fernandes¹, Michael Noonan², Winnie Wong², Pei Yi Wang²

1: Monash University, Australia; 2: Independent Schools Victoria

An Equitable Mathematics Intervention to Support Learning During COVID-19

Brandon Dickson, Kyla Johnson, Donna Kotsopoulos

Western University Faculty of Education, Canada

When Data Use Raises Equity and Ethical Dilemmas in Schools

Amanda Datnow¹, Marie Lockton², Hayley Weddle³

1: UC San Diego, United States of America; 2: UC San Diego, United States of America; 3: UC San Diego, United States of America

Curriculum in Flux: A Practitioner’s Journey of Understanding the Impacts of Canada’s Truth and Reconciliation Commission on the Indigenization of Social Studies Curriculums in British Columbia

Victor Brar

Surrey School District/ UBC, Canada

School Leadership and School Development in Context: Understanding Conditions and Prerequisites for Quality Development in Schools in Challenging Circumstances

Stephan Gerhard Huber, Marius Schwander, Christoph Helm, Julia Alexandra Schneider, Jane Pruitt

University of Teacher Education Zug, Switzerland

An Exploration of Senior Leader’s Identity in Schools in Challenging Contexts in England and Power Dynamics of School Unit Leaders with MAT Leaders to Secure School Improvement

Maria Kaparou

University of Southampton, United Kingdom

I Became The Principal Of A Disadvantaged School... Right In The Middle Of A Pandemic!

Luis Felipe de la Vega

Universidad de Chile, Chile

Exploring Intersections of Student Voice, Educational Leadership and Educational Change

Fiona Longmuir

Monash University, Australia

Changing Cultural Norms Through Education: Voices from women Ghanaian principals

Corinne Brion

University of Dayton, United States of America

Bridging the Gap Between Principal Time Use and Gender Time Demand Imbalances

Megan L. Hauser, Craig Hochbein, Natania Lipp, Claire Siepser

Lehigh University, United States of America

Leading Well-being Efforts in Higher Education: A Case Study

Vicki Squires, Chad London

University of Saskatchewan, Canada

Swimming Upstream: School Principals Navigating the Realities of Covid-19 Pandemic

Ann Lopez¹, Jackie Button²

1: OISE University of Toronto; 2: Halton District School Board

Characteristics of Effective High Impact Principal Preparation Programs: an International Perspective

Jenny Lewis¹, Professor Shelby Cosner², Jessica Cihal³, Dr Jennifer Davies⁴, Mihaela Zavašnik⁵, Ann O’Doherty⁶, Nadine Trépanier-Bisson⁷

1: University of Southern Queensland; 2: University of Illinois Chicago Center for Urban Education Leadership; 3: New York City Leadership Academy; 4: Association of Independent Schools New South Wales; 5: Slovenia National School of Leadership in Education; 6: University of Washington; 7: Ontario Principals Council

Preparing Teachers for 21st Century Schools: Teachers and University Educators Collaborating Professionally to Create Innovative Learning Environments for Future Teachers

Britta Klopsch¹, Anne Sliwka², Matti Rautiainen³, Emma Kostiainen³, Jo Fletcher⁴, Chris Astall⁴

1: KIT Karlsruhe Institute of Technology, Germany; 2: Heidelberg University, Germany; 3: University of Jyväskylä, Finland; 4: University of Canterbury, New Zealand

Equity-oriented Professional Learning Networks (PLNs): Decentering Dominant Ways of Knowing

Chair(s): Sara Florence Davidson (Simon Fraser University), Leyton Schnellert (University of British Columbia)

Discussant(s): Carol Campbell (University of Toronto)

Presentations of the Symposium

Professional Learning Networks For District Leaders: Advancing Collective Expertise & Leadership for Learning

Catherine McGregor¹, Linda Kaser², Judy Halbert^2
1University of Victoria, ²University of British Columbia

Welcoming Indigenous Ways of Knowing

Sara Florence Davidson¹, Leyton Schnellert², Bonny-Lynn Donovan^3
1Simon Fraser University, ²University of British Columbia, ³University of British Columbia - Okanagan

Supporting Academic Teachers to Include Students with Intellectual Disabilities in Secondary Schools

Shelley Moore, Deborah Butler, Leyton Schnellert
University of British Columbia

Through a Different Lens: Increasing Success for “At-Risk” Learners through Situated, Collaborative Inquiry

Leyton Schnellert¹, Judith King², Todd Manuel^2
1University of British Columbia, ²School District No. 67

Harnessing Schools As Learning Organisations To Realise System Change During And Beyond Times Of Covid-19

Chair(s): Louise Stoll (UCL Institute of Education, London), Claire Sinnema (University of Auckland)

Discussant(s): Michael Schratz (University of Innsbruck)

Presentations of the Symposium

Realising Curriculum Change Through Schools As Learning Organisations In Times Of Crisis

Louise Stoll¹, Claire Sinnema^2
1UCL Institute of Education, ²University of Auckland

Building Bridges to Deepen Collaboration Through Schools As Learning Organisations

Arwyn Thomas, Ruth Thackray, Euros Davies, Stella Gruffydd, Sioned Thomas, Claire Rowlands
Gwasanaeth Effeithioirwydd (GwE) Regional Consortia, North Wales

Schools As Learning Organisations In The Delta School District: A Powerful Lens For Sustaining A Focus On Student Outcomes In Uncertain And Challenging Times

Nancy Gordon, Brad Bauman
Delta School District, British Columbia

How Does Surrey School District’s Vision Become Action? Schools As Learning Organisations As An Opportunity To Create Connections Between Departments In A Large District In Challenging Times

Lynda Reeve¹, Gloria Sarmento^2
1Surrey School District, British Columbia, ²Surrey School District

A Case Study Of Agency - Aligning school, teacher and student self-assessment

Christine Cawsey

Rooty Hill High School, Australia

Optimising High School Students’ Effort

Robin P. Nagy, Andrew J. Martin, Rebecca J. Collie

UNSW, Australia

Cross-Sector Collaboration to Strengthen Leadership Capacity in Under-resourced Schools

Louise van Rhyn

Symphonia for South Africa, South Africa

Assessment for Learning: The impact of a Professional Development Programme on Students’ Metacognitive Strategies.

Christel Wolterinck, Jitske de Vries, Cindy Poortman, Kim Schildkamp, Adrie Visscher

University of Twente, Netherlands, The

The Impact of an Assessment for Learning Teacher Professional Development Programme on Student Learning

Jitske de Vries¹, Andria Dimosthenous², Kim Schildkamp¹, Adrie Visscher¹

1: University of Twente, Netherlands, The; 2: University of Cyprus, Cyprus

Leadership to Enhance Growth in Student Learning

Pauline Thompson, Helen Stokes

The University of Melbourne, Australia

Birds of a Feather Flock Together? Differential Effects of Homophily in Students’ Friendships Regarding Special Educational Needs, Gender and Immigrant Background

Hannah Decker, Katja Scharenberg, Sebastian Röhl, Wolfram Rollett

University of Education Freiburg, Germany

Culturally Proficient Leadership: Equipping Leaders to Serve Refugee and Immigrant Students

Corinne Brion

University of Dayton, United States of America

Learning From The Coronavirus Emergency: Focus On Adaptation, Restructuration And Innovation Of The Education System _

STEFANIA CAPOGNA¹, Maria Chiara De Angelis², Flaminia Musella³

1: Digital Technologies, Education & Society Research Centre at Link Campus University, Italy; 2: Digital Technologies, Education & Society Research Centre at Link Campus University, Italy; 3: Digital Technologies, Education & Society Research Centre at Link Campus University, Italy

Policy Approaches to Support Collaborative Networking in Education: An International Perspective

Cecilia Azorín Abellán¹, Beatriz Pont²

1: University of Murcia, Spain; 2: Organisation for Economic Co-operation and Development

Facilitating Collaborative Reflective Inquiry Amongst Teachers in PLNs: What Do We Currently Know?

Chris Brown¹, Cindy Poortman², Helen Gray¹, Jana Gross Ophoff³

1: University of Durham, United Kingdom; 2: University of Twente, Netherlands; 3: University of Tübingen, Germany

Fostering Professional Learning Networks Through Online Collaborative Learning: The Value Case

Sara Romiti¹, Maria Ranieri², Donatella Poliandri¹

1: INVALSI, Italy; 2: Università di Firenze, Italy

The Response of Education Scotland to the Pandemic

Chair(s): Lesley Whelan (Education Scotland)

Presentations of the Symposium

Re-imagining Professional Learning and Leadership Learning in Response to the Pandemic

Andrew Travis
Education Scotland

Locality Working to Support Recovery, Quality and Improvement in Scottish Education

Scott Lavery
Education Scotland

Scottish digital learning and leadership response to COVID-19; Crossing Boundaries and Building Bridges

Louise Foreman
Education Scotland

Inclusive Education: Supporting Children and Families through Covid-19

Pauline Lynch
Education Scotland

Weaving Strands of Experience: A Performative Pandemic Response

Paige Fisher¹, Leyton Schnellert⁴, Donna Kozak³, Deborah Koehn¹, Shelley Beleznay¹, Leah Tidey²

1: Vancouver Island University, Canada; 2: University of Victoria; 3: School District # 23: Central Okanagan Public Schools; 4: University of British Columbia

Innovative Engaging Professional Learning in a Time of COVID-19: Crossing Boundaries and Building Bridges

Beverley Freedman¹, Dianne Riehl¹, Ann-Kariin Iversen², Marlen Faannessen², Robert Rognli², Pål Eggen³

1: ESC, Canada; 2: KS Norway; 3: Holmestrand Norway

Association between Family Environments and Children’s Education in the Pandemic

Ting Shen

Missouri University of Science and Technology, United States of America

A Study of Teacher Burnout During COVID-19

Megan L. Hauser, Jihyun Kim

Lehigh University, United States of America

How Do Administrators And Teachers Visualize Their Return To In-Person Classes?

Luis Felipe de la Vega

Universidad de Chile, Chile

Improving Teacher Self-evaluation In The Classroom – Results From A Study Into The Steev Concept

Wolfgang Beywl, Pierre Tulowitzki

University of Applied Sciences and Arts Northwestern Switzerland (FHNW), Switzerland

Do Data Use Professional Development Interventions For Teachers Impact Student Achievement? A Meta-Analysis

Susanne Spiele¹, Kim Schildkamp¹, Jeroen J.H.M. Janssen²

1: University of Twente, the Netherlands; 2: Utrecht University, the Netherlands

Leadership for Equity and Inclusion of Children with Disabilities: A School-wide Approach

Karen Ramlackhan

University of South Florida, United States of America

Women, Educational Leadership, and Alberta: A Needs Assessment Survey

elissa corsi¹, lisa everitt²

1: University of Alberta, Canada; 2: Alberta Teaches Association, Canada

Rural School Leaders as Community Boundary Spanners: A Case Study Analysis

Rachel Chamberlain

University of Minnesota, United States of America

Exploring Leaders’ Attitudes Towards Instruction And Instructional Leadership Through Their Social Networks: Insights From A Research-Practice Partnership

Nicolette van Halem¹, Prof. Dr. Alan J. Daly², Dr. Marie Lockton², Dr. Yi-Hwa Liou³

1: Vrije Universiteit Amsterdam, Netherlands, The; 2: University of California, San Diego; 3: National Taipei University of Education

Educational Accountability in Design Mode

Niall Mackinnon

Avernish Prospect, United Kingdom

COVID-19: Crisis, Opportunity and Ethical Dilemmas

Chair(s): Anton Florek (The Staff College)

Discussant(s): Boudewijn Van Velzen (EduXprss Cooperative)

Presentations of the Symposium

The New Post-COVID Normal: Resetting The Moral Compass

Anton Florek
The Staff College

The COVID Crisis And Moral Distress

Karen Seashore Louis¹, Jeff Walls^2
1University of Minnesota, ²Washington State University

Leading In A New Era: Compassionate Leadership For Place And Belonging

Kathryn Riley, Manuela Mendoza
Institute of Education

Pracademia: Exploring the Possibilities, Power and Politics of Boundary-Spanners Straddling the Worlds of Practice and Scholarship

Chair(s): Carol Campbell (OISE/University of Toronto)

Presentations of the Symposium

Dwelling in Liminal Spaces: Twin Moments of the Same Reality

Sharon Friesen
University of Calgary

Exploring Perceptions of Pracademics in an Arab Context: Emerging Professional Identities

Rania Sawalhi¹, Youmen Chaaban², Abdellatif Sellami³, Marwa Magdy Ahmed ElKhouly^3
1EduEnterprise, ²Azm University, ³Qatar University

Pracademia in Education: Identity, Community & Engagement

Trista Hollweck¹, Deborah Netolicky², Paul Campbell^3
1University of Ottawa, ²St Mark’s Anglican Community School., ³ESF Sha Tin Junior School, Hong Kong