Conference Agenda

Frame Shifting: A Professional Development Approach for Addressing Teaching Dilemmas

Brianna L. Kennedy¹, Amy S. Murphy²

1: University of Glasgow; 2: University of Georgia

The Hidden Curriculum Of The Staffroom: Sustaining or Draining Professional Lives?

Rachel Lofthouse

Leeds Beckett University, United Kingdom

Positioning Teachers as Designers: Inquiry-Based Professional Development for Authentic Project-Based Teaching & Learning

Bianca Licata, Karen Page, Anusheh Byrne, Jacqueline Pilati, Kim Van-Wyck, Yvonne Thevenot, Ellen Meier

Center for Technology & School Change at Teachers College, Columbia University, United States of America

Partnering FOR Education: Cross-Sector Collaboration - An Untapped Resource.

Dianne Smardon, Dale Bailey

Springboard Trust, New Zealand

Transformation for Equity: Redesigning a Master of Education in Educational Leadership Around Leadership Competencies.

Paige Fisher, Rachel Moll, Marian Riedel, Leah Taylor, Lawrence Tarasoff, Deborah Koehn

Vancouver Island University, Canada

Building and Rebuilding Education Systems for Equitable Teaching and Learning: What We Can Learn from Comparing Across the Globe

Amanda Datnow¹, Thomas Hatch², Dennis Kwek³, Amelia Peterson⁴, Donald Peurach⁵, Tine Prøitz.⁶, James Spillane⁷, Thomas Walsh⁸, Vicki Park⁹

1: University of California, San Diego, USA; 2: Teachers College Columbia University, USA; 3: National Institute of Education, Singapore; 4: The London Interdisciplinary School, UK; 5: University of Michigan, USA; 6: University of South-Eastern Norway; 7: Northwestern University, USA; 8: Maynooth University, Ireland; 9: San Diego State University, USA

Implementation of a Coaching Model in an Urban US School District

Elizabeth MacArthur Uzzell, Coby Vincent Meyers

University of Virginia, United States of America

Findings On Successful School Leadership From Australian Case Studies Over 20 Years

Lawrence Drysdale, Helen Goode, David Gurr

The University of Melbourne, Australia

The Domino Effect: The Impact of School Leadership on Teachers' Wellbeing.

Annemarie Doran¹, Jolanta Burke²

1: Hibernia College, Ireland; 2: RCSI, Dublin

Leveraging Existing Structures and Resources: Creating and Sustaining System Change Through an Inquiry Approach

Christel Brautigam, Brooke Douglas

SD38 Richmond, Canada

Reflections on the Development of an Evaluation Framework for Teachers’ Professional Learning in Ireland

Lorraine Gilleece

Educational Research Centre, Ireland

Professional Development For Teachers Leading School Self-evaluation

Shivaun O'Brien, Gerry McNamara, Joe O'Hara

Dublin City University, Ireland

Local Learning Landscapes: Conceptualising Place-Based Professional Learning For Teachers In Contemporary Schooling Systems

Toby Greany¹, Andy Noyes¹, Cath Gripton¹, Tom Cowhitt², Georgina Hudson¹

1: University of Nottingham, United Kingdom; 2: University of Glasgow, UK

Exploring the Relationship between Teachers' Mentors' School Experiences and University Teaching: A Duoethnographic Narrative to Re-conceptualise Teacher Education

Paulina Moya-Santiagos¹, Tatiana Cárcamo-Rojas²

1: UCL Institute of Education, United Kingdom; Universidad Andrés Bello, Chile; 2: Universidad Metropolitana de Ciencias de la Educación, Chile

In Pursuit of Critical Literacy: Understanding the Experiences of Teachers in Northern Ireland

Donna Hazzard¹, Geraldine Magennis-Clarke², Eithne Kennedy³

1: St Mary's University College, United Kingdom; 2: St Mary's University College, United Kingdom; 3: Dublin City University

Equity through Play: Cultural Diversity Materials as Invitations for Dialogue about Equity in Early Childhood

Alison Wishard Guerra, Monica Molgaard, Thandeka Chapman, Shana Cohen

University of California, San Diego, United States of America

Early Childhood Educators Engagement with Families on Cultural Diversity

Monica Molgaard, Alison Wishard Guerra, Thandeka K Chapman

University of California, San Diego, United States of America

Evidence of Effectiveness: Anti-Bias Curricular Outcomes from a Three-Year Research Practice Partnership

Thandeka K Chapman¹, Alison Wishard-Guerra², Monica Molgaard³

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

Addressing Burnout Among Newly Qualified Teachers: What Impact can Induction Programmes Have?

Mette Hvalby

University of Stavanger, Norway

The Significance of Teacher Effectiveness in the Provision of Quality Basic Education for Internally Displaced Children in Nigeria.

Vivienne Kachollom Rwang

University of Southampton, United Kingdom

Taking Financial Inclusion Support To Families Through Schools: Learning From The FISO Programme In Glasgow

Magriet Cruywagen, Des McNulty

University of Glasgow | ICSEI, United Kingdom

Irish-medium Teacher Competences: The Spectrum of Change

Gabrielle Nig Uidhir¹, TJ O Ceallaigh²

1: St Mary's University College Belfast, United Kingdom; 2: University of Cork

Breaking Barriers in STEM: The Impact of Gender Stereotypes on Collaborative Work

Francisca Beroíza-Valenzuela

Universidad de Chile, Chile

Co-Creating Community in our Schools - A Discussion

Julia Dobson

University College London, United Kingdom

Culturally Responsive School Leadership in Indigenous Schools in Malaysia

Nalini Murugaiyah

University of Southampton, United Kingdom

Convergence or Fragmentation? ——A Study Based on the Curriculum of Government-funded Normal Students in Six Normal Universities in China

Hairou Ren¹, Jiayi Wang²

1: University of Michigan-Ann Arbor, United States of America; 2: Central China Normal University, China

The Cooperating Teacher as Mentor and Assessor: a Democratic Pedagogical Relationship Between School, Student, and University.

Karen Maye

UCD, Ireland

Networked Learning Advancing Whole Person Formation

Martin Scanlan, Aashna Khuranaa

Boston College, United States of America

Definitions and Understandings of ‘Life Skills’ in Primary Education: a Scoping Review

Lone Hvalby, Astrid Guldbrandsen, Geir Skeie, Hildegunn Fandrem

University of Stavanger, Norway

Taxonomy of ownership: The Students are the Owner of their Learning Process

Freek Wevers, Henk van Woudenberg, Bob Clerx, Rikkert Heydendael, Peter de Waal, Erik Denessen, Tessa van Stek

Student Ownership of Learning, Netherlands, The

A Model for the Recruitment and Retention of Vocational Teachers - Based on Collaboration in School-University-Business Partnerships

Anne Berit Emstad, Elin Bø Morud, Britt Karin Støen Utvær, Ingrid Stenøien

NTNU, Norway

Making Sense of School Change? The Perspectives and Learning Opportunities of School Leaders and Teachers in the Light of Adaptive Capacity Building

Chair(s): Wouter Schenke (Penta Nova)

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

Presentations of the Symposium

Through the Looking Glass: A Systems Lens on Collective Sensemaking of School Change

Monika Louws¹, Annemie Struyf¹, Nicolien van Haeften¹, Bregje de Vries², Amber Walraven^3
1Utrecht University, ²Vrije University Amsterdam, ³Radboud University

Adaptive Capacity of School Leaders and Team Members When Confronted With School Changeo

Wouter Schenke¹, Leonie Middelbeek², Ebbo Bulder², Amber Walraven³, Patricia Brouwer⁴, Ditte Lockhorst^2
1Penta Nova, ²Oberon, ³Radboud University, ⁴Utrecht University of Applied Sciences

Adaptive Expertise of Teachers and School Leaders: A Vignette Study on Coping with Change

Annemie Struyf¹, Monika Louws¹, Patricia Brouwer¹, Suzanne Gerritsen^2
1Utrecht University of Applied Sciences, ²Oberon

Collaborative Professionalism: Indicators and Issues of Sustainability and Renewal

Chair(s): Carol Campbell (Associate Chair, Department of Leadership, Higher and Adult Education, and Professor of Leadership and Educational Change at Ontario Institute for Studies in Education (OISE) of the University of Toronto)

Discussant(s): Carol Campbell (Associate Chair, Department of Leadership, Higher and Adult Education, and Professor of Leadership and Educational Change at Ontario Institute for Studies in Education (OISE) of the University of Toronto)

Presentations of the Symposium

Developing a Reflective Framework for Sustainable Collaborative Professionalism

Cameron Thomas Jones¹, Andrew Hargreaves^2
1System-Principal of Student Succes and Real-World Learning; Upper Canada District School Board, Ontario, Canada, ²Research Professor, Boston College & Visiting professor, University of Ottawa

Networks as a Nexus Between Policy and Practice: The Relationship Between Collaborative Professionalism and Student Achievement

Andrew Wambua
Educator and Researcher, Africa Voices Dialogue – Kenya

Teachers Seconded to Continuing Teacher Education: A Transferable Theoretical Framework for Exploring Career Transitions, Tensions and Transformations

Ciara O’Donnell
Maynooth University and Independent Teacher Education Consultant

Creating Cultures of Understanding: Exploring ‘Organisational Grace’, ‘Institutional Hurt’, and ‘Reciprocal Leadership and Followership’

Chair(s): Karen Seashore Louis (University of Minnesota)

Presentations of the Symposium

Conceptualizing Organizational Grace: Learning to Lead for Understanding over Blame, Shame, and Negativity

Sabre Cherkowski
The University of British Columbia

Exploring Reciprocal Leadership and Followership: Moving towards Connection and Understanding

Niamh Hickey
University of Limerick

Courageous Leadership and the Unsaids. Authentic Leadership, Institutional Hurts, and Restorative Healing: Navigating the Role of Forgiveness for Cultures of Flourishing

Patricia Mannix McNamara
University of Limerick, Western Norway University of Applied Sciences

Rethinking the Middle Tier: A Case Study of a Research-Practice Partnership to support inter-district collaboration and improvement

Chair(s): Chris Chapman (University of Glasgow)

Discussant(s): Alan Daly (University of California,San Diego)

Presentations of the Symposium

Building a Networked Learning System: Research-Practice Partnerships and regional improvement

Christopher Chapman¹, Irene Bell¹, Graham Donaldson¹, Stuart Hall¹, Kevin Lowden¹, Mark Ratter^2
1University of Glasgow, ²WEST/East Renfrewshire Council

Reflections on the development and impact of the WEST Regional Improvement Collaborative

Irene Bell, Christopher Chapman, Graham Donaldson, Stuart Hall, Kevin Lowden
University of Glasgow

Building Capacity Through Professional Learning: Moving to Scale

Kevin Lowden¹, Irene Bell¹, Christopher Chapman¹, Graham Donaldson¹, Alison Drever², Stuart Hall^1
1University of Glasgow, ²WEST

Becoming, Being and Growing as a Teacher in Trusted Systems: Cross-Jurisdiction Considerations

Pauline Stephen¹, Hayden Llewellyn², Lynn Ramsey³

1: General Teaching Council for Scotland, United Kingdom; 2: Education Workforce Council Wales; 3: Teaching Council Ireland

Designing Policy Architectures to Attract, Retain, and Develop High Quality Teachers

Michelle Gabrielle Lasen¹, Pauline Taylor-Guy¹, Fabienne van der Kleij¹, Julie Murkins¹, Oliver Perrett², Sebastian Fuchs²

1: Australian Council for Educational Research, Australia; 2: Mercer

Agora-Education: A New Modelling Perspective On The Educational Paradigm And The Role Of The Student, The Teacher And The School Leader.

Bob Clerx, Jan Fasen

Agora Association, Netherlands, The

Professional Learning as an Agent for Change: Connecting and Deepening Learning through Project-Based Learning in an Independent School in Malta

Esmeralda Zerafa, Bernie Mizzi, Grace Grima

Chiswick House School & St Martin's College, Malta

PULSE-Model: PLNs Using data for Learning and Student Engagement

Cindy Louise Poortman¹, Kim Schildkamp¹, Hilde Forfang², Mette Marit Jenssen², Lars Arild Myhr²

1: SePU Norway, and University of Twente, Netherlands, The; 2: SePU: Center for studies of educational practice – Inland Norway University of Applied Sciences

Global Trends in Educational Inequality: A Multi-Index Analysis of Educational Outcomes from 2003 to 2018

Moosung Lee, Eunsu Kim

Yonsei University, Korea, Republic of (South Korea)

Succeeding On The Academic Track Without Primary School Teachers´ Recommendation: On The Role Of Students´ Motivation And Social Background

Katharina Molitor, Justine Stang-Rabrig, Paul Fabian, Nele McElvany

TU Dortmund, Germany

Interrogating Australian Student Voice on the National Assessment Program – Literacy and Numeracy

Venesser Fernandes

Monash University, Australia

Equitable Transcripted Grades: Strategies for Converting Rubrics into Grading Systems Aligned with School's philosophy

Beatriz Sakashita

Avenues: The World School, Brazil

Purposes and Collaborative Activities of Mandated School Networks: From Hierarchical Structures to Collective Learning

Mauricio Pino-Yancovic, Catalina Zuñiga

CIAE - IE, Universidad de Chile, Chile

“Professional Learning Networks in Africa: An Ethnographic Study of the Inception and Growth of Africa Voices Dialogue and Inventors’ Playground”

Fatimazohra Elboussaidi¹, Robyn Mary Whittaker², Mohammed Elmeski³, Andrew Kitavi Wambua², Abdelaziz Zohri²

1: Faculty of Languages, Letters, and Arts, Ibn Tofail University; 2: Africa Voices Dialogue; 3: Nordic Centre for Conflict Transformation

Literacy Coaches as System Leaders in Education System Improvement: A Chinese Perspective

Qi Xiu¹, Peng Liu², Xuyang Li²

1: South China Normal University, China, People's Republic of; 2: University of Manitoba

“Lest We Forget”: Action Research Engaging Students and Teachers as Historians Bridging the Past with the Present

Cameron Thomas Jones¹, Blake Seward², Mason Black²

1: Upper Canada District School Board, Canada; 2: Big Ideas Group Consulting

Leadership Demands on Early-Career Teachers

Berni Moreno, Lawrie Drysdale, Ryan Dunn, Helen Goode, David Gurr, Adam Taylor, Pauline Thompson

The University of Melbourne, Australia

More Successful Thanks To Qualification And Mentorship? Analyses Of Determinants Of The Professional Success Of School Principals

Pierre Tulowitzki¹, Marcus Pietsch², Ella Grigoleit¹, Sara Köferli¹

1: FHNW University of Applied Sciences and Arts Northwestern Switzerland; 2: Leuphana University Lüneburg

Leaning into Letting Go: Collective Involvement for Instructional Transformation and Innovation

Marie Lockton¹, Nicolette Van Halem², David Trautman³, Alan J. Daly⁴, Yi-Hwa Liou⁵

1: University of California, San Diego, United States of America; 2: University of Amsterdam; 3: University of California, San Diego, United States of America; 4: University of California, San Diego, United States of America; 5: National Taipei University of Education

Providing Quality Staff Development in a Centralized Education System: Teachers' Perspectives Regarding School Principals' Role

Amal Abdulwahab Alsaleh¹, Munirah Alajmi²

1: Kuwait University, Kuwait; 2: Kuwait University, Kuwait

Learning to Teach in a Science Museum: The Outcomes and Impact of Learning to Teach in a Museum-Based Science Teacher Education Program

Karen Hammerness¹, Marisa Olivo², Jamie Wallace¹, Linda Curtis-Bey¹, Rosamond Kinzler¹

1: American Museum of Natural History, United States of America; 2: Boston College, Lynch Graduate School of Education

The Influence of Ability Estimators of Prior Achievement on Value-added Estimates of School Effects

Elodie Pools, Wouter Talloen, Koen Aesaert

KULeuven, Belgium

Building Professional Identity for Khmer Teachers (PIKT)

Leo Casey¹, Pov Pheung², Chanphirun Sam³, Chankoulika Bo⁴

1: National College of Ireland; 2: SeeBeyondBorders; 3: Phnom Penh Teacher Education College; 4: The Department of Policy (DoPo) of the Cambodian Ministry of Education, Youth and Sport (MoEYS)

Children's Rights in Chile's Elite Schools: Lack of Protection and Regulation

Paula Ascorra¹, Claudio Allende², Tomas Ilabaca³, Francisca Alvarez-Figueroa⁴

1: Pontificia Universidad Católica de Valparaíso, Chile, Chile; 2: CIAE, Universidad de Chile; 3: Universidad de Playa Ancha, Chile; 4: Work and Equalities Institute, University of Manchester

No “Bad Friends” – Immigrant-Origin Youth’s Peer Social Capital Mobilization in the U.S. and Switzerland

Anita Caduff

University of California, San Diego, United States of America

A Research Practice Partnership Advancing Organizational Transformation for Inclusive Education

Martin Scanlan, Aashna Khurana

Boston College, United States of America

Development of a Mental Health Framework for Schools and School Authorities in the Province of Alberta, Canada

Jennifer Turner, Sharon Friesen, Stephen MacGregor

University of Calgary, Canada

School: Only Different.

Amanda Samson¹, Sally Lasslett²

1: The University of Melbourne, Australia; 2: Hester Hornbrook Academy

Influencing Policy Through Professional Learning: Empowering Education Leaders To Influence Change

Fearghal Kelly, Lise Mccaffery, David Burgess

Education Scotland, United Kingdom

Comparative International Research in Education Policy to Address Educational Inequities

Christina Murdoch

UC Davis School of Education, United States of America

District-University Partnerships to Support School Improvement: The Use of Two Network Improvement Communities as Levers for Change

Christine M Neumerski¹, Max Yurkofsky²

1: University of Maryland, United States of America; 2: Radford University, United States of America

Exploring the Potential of a Design-Based School Improvement Approach in Disadvantaged Communities: Preliminary Findings from a Qualitative Interview Study

Susanne J. Czaja¹, E. Dominique Klein¹, Isabell van Ackeren-Mindl², Franziska S. Proskawetz²

1: Technische Universität Dortmund, Germany; 2: Universität Duisburg-Essen, Germany

Influences of Engaging in the Into Headship Programme Post-Programme: Some Perceptions of Newly- Appointed Headteachers in Scotland in 2023.

Rosemary Grady

University of Edinburgh, United Kingdom

Growing Community

Kerri Steel, Jacquie Poulin, Lindsey Watford, Diane McGonigle

Nanaimo-Ladysmith Public Schools, Canada

Collegial Partnership Coaching (CPC) – Energising true collaboration and shared thinking in Irish education.

Joseph Anthony Moynihan, Coran Swayne

University College Cork, Ireland

LGBTQ+ Children and Families in Early Childhood Settings: A Global Perspective

Benjamin Carmichael Kennedy

University of California San Diego, United States of America

Teacher and Child Agency as Central to the Review and Redevelopment of the Primary School Curriculum in Ireland

Chair(s): Louise Hayward (University of Glasgow), Tracy Curran (National Council for Curriculum and Assessment)

Discussant(s): Dominic Wyse (University College London)

Presentations of the Symposium

The Role of Research-informed Deliberation in Supporting Teacher and Child Agency in a Redeveloped Primary School Curriculum

Patrick Sullivan
National Council for Curriculum and Assessment

The Role of Consultation and Work with School Networks in Supporting Teacher and Child Agency in a Redeveloped Primary School Curriculum

Jacinta Regan
National Council for Curriculum and Assessment