Conference Agenda

Conceptualizing and Contextualizing Innovation for Educational Change: Exploring the Relationship between Innovation, Leadership, and Capacity Building

Paul Campbell¹, Joan Conway², Dorothy Andrews², Stephen MacGregor³, Rania Sawalhi⁴

1: Education University of Hong Kong, Hong Kong S.A.R., China; 2: University of Southern Queensland, Australia; 3: University of Calgary, Canada; 4: Eduenterprise, Qatar

Changing People and Practices: Contradictions And Tensions In The Built Spaces Of Innovative Learning Environments

Jennifer Louise Charteris¹, Dianne Smardon²

1: Univeristy of New England, Australia; 2: Independent Contractor

Knowledge Building: a Transformative and Innovative Approach to Learning

Silvana Reda, Cassandra Reda Gavin

Caravan Learning Consultants, Canada

Creating Cultures Of Belonging: A Critical Inquiry Approach To Deepening Staff Understanding Of Equity, Inclusion And Diversity

Usha James¹, Jenelee Jones², Cayley Ermter², Sarrah Johnstone²

1: The Critical Thinking Consortium, Canada; 2: Calgary Girls Charter School, Canada

Auxiliary School Leaders: A Missing Component in Distributed Leadership Practice, Research, and Theory

Henry Zink, Craig Hochbein

Lehigh University, United States of America

EdEco Connect - A Working Experiment in Supporting Learning Ecosystem Emergence in South Africa

Robyn Mary Whittaker¹, James Donald², Julie Williamson², Nadeen Moolla³, Helen Vosloo²

1: DBE E3; 2: Kaleidoscope Lights; 3: Marang Education Trust

From Implementing “What Works” To Fostering Agency For Continuous Improvement: Identifying Problem Solving Competencies For School Leaders

Miguel Órdenes González¹, Elizabeth Zumpe², Rick Mintrop³

1: Universidad Diego Portales, Chile; 2: University of Oklahoma; 3: University of California, Berkeley

When Leaders Take The Lead In Improvement Work

Charlotte Ringsmose, Line Skov Hansen

Aalborg Universitet, Denmark

The Best Of Times, The Worst Of Time(s): A Rhythmanalysis Of Leading Schools During And Beyond Lockdown

Toby Greany, Pat Thomson

University of Nottingham, United Kingdom

Building Consensus On School Leadership For Quality Education In Africa

Cyiza Jocelyne Kirezi, Jef Peeraer, Chantal Dusabe Kabanda

VVOB - Education for Development

School Principals' Responsibility for Inclusive School Settings – a Cross-country Comparison

Carolina Dahle

University of South-Eastern Norway, Norway

From Digital Exclusion to Digital Inclusion: Enhancing Parental Self-Efficacy for Home-Based Digital Learning – A Narrative Review

Declan Qualter

University College Dublin, Ireland

Area-based School Partnerships and Equity: Why Context Matters

Paul Wilfred Armstrong, Mel Ainscow

University of Manchester, United Kingdom

Designing Cross-District Site Visits as a Tool for Leadership Training: A Professional Learning Network for District Leaders to Support Immigrant Students

Rebecca Lowenhaupt¹, Edom Tesfa², Jennifer Queenan³, Paulette Andrade¹

1: Boston College, United States of America; 2: Harvard Graduate School of Education, US; 3: CUNY Graduate Center, US

Chilean Preservice Teachers’ Motivations for Joining the Teaching Profession

María Beatriz Fernández², Carmen Montecinos¹, Cristóbal Manaut²

1: Pontificia Universidad Catolica de Valparaíso, Chile; 2: Universidad de Chile

Do Schools’ Inspection Reports and Value-added Estimates Agree on the Effectiveness of Schools? A Comparison of School Performance Feedback from Multiple Sources

Lore Pelgrims

KU Leuven, Belgium

The Role of Home Literacy Environment, Students’ Reading Enjoyment, Motivation and Frequency in Fourth Graders’ Reading Comprehension: A Parallel Mediation Analysis

Renée Claes¹, Jana Laga¹, Katrijn Denies¹, Nele Bleukx¹, Jonas Dockx¹, Hilde Van Keer², Koen Aeseart¹

1: KU Leuven, Belgium; 2: Ghent University

To What Extent Does School Inspection Foster Capacity Building? The Chilean Case

Xavier Vanni, María Fernanda Goñi, Juan Pablo Valenzuela, Millycent Contreras

Centro de Investigación Avanzada en Educación, Universidad de Chile

Do You Understand Us? Establishing Trusting Collaborations Between Researchers and School Practitioners

Katrine Puge

Aarhus University, Denmark

Relationships Between Teachers’ Instructional Leadership Practice With Students’ Thinking Styles And Attitude Towards E-Learning In Selected Secondary Schools In Kuala Lumpur

Norzetty Md Zahir¹, Ahmad Najmuddin Azmi², Chua Yan Piaw³, Loo Fung Ying⁴, Shahrizal Norwawi⁵

1: MINISTRY OF EDUCATION, MALAYSIA; 2: MINISTRY OF EDUCATION, MALAYSIA; 3: UNIVERSITY OF MALAYA, K.LUMPUR, MALAYSIA; 4: UNIVERSITY OF MALAYA, K. LUMPUR, MALAYSIA; 5: MINISTRY OF EDUCATION, MALAYSIA

Preliminary Insights On The Potential Of Research-Practice Collaboration To Create Enabling Spaces For Collaborative Knowledge Creation With Young People in Schools In The Western Cape, South Africa

Magriet Cruywagen

University of Glasgow

Social Justice Imperatives for Undocumented Immigrant Students: Equitable Practices and Inclusive Leadership

Karen Ramlackhan

University of South Florida, United States of America

Life Histories of Women Principals in Relation to Reform

Vicki Park¹, Amanda Datnow²

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

The Impact of Coaching on Newly Appointed School Leaders

Mihaela Zavašnik

National Education Institute, Slovenia

The Influence of the Circuit Managers on Learner Performance in a Thriving Rural District

Pinkie Euginia Mthembu¹, Sibonelo Blose², Bongani Mkhize³

1: University of Witwatersrand, South Africa; 2: University of Pretoria; 3: University of Johannesburg

Entry to Initial Teacher Education: Effective Assessment of Suitability

Pauline Stephen¹, Elaine Napier²

1: General Teaching Council for Scotland; 2: General Teaching Council for Scotland

Enhancing Collaborative Professionalism in the Dyad of Pre-Service Teacher and Co-Operating Teacher in the Mathematics Classroom

Patricia Nunan

Hibernia College, Ireland

Nurturing Effective All-Age School Leadership: Strategies for Success

John Gilbert Luker

St Mary's University Twickenham, United Kingdom

Student Voice and Participation - Developing and Enabling Student Agency and Potential in Schools

Ingelin Burkeland¹, Patricia M. McNamara², Nina Grieg Viig³

1: KS Consultants AS, Norway; 2: Limerick University; 3: Western Norway University of Applied Sciences

A Collaborative, System-Wide approach to Mental Health and Wellness Educational Research Project: A Wholistic, Multi-Stakeholder Pilot Project

Demetra Mylonas¹, Gina Cherkowski², Erica Makarenko³, Dylan Dean¹

1: Calgary Academy, Canada; 2: Headwater Learning Foundation, Canada; 3: University of Calgary

Representation And Reach: Critical Problems Of Practice For Professional Learning And Sharing Expertise Among And Across Networks Of Educators

Chair(s): Thomas Hatch (Teachers College, Columbia University)

Discussant(s): Thomas Hatch (Teachers College, Columbia University)

Presentations of the Symposium

Who Shares What With Whom?: Layering Social And Content Networks To Improve Knowledge Mobilization

Marie Lockon¹, Alan J Daly¹, Martin Rehm², Anita Caduff^1
1University of California San Diego, ²Universität Regensburg

Representing Education Innovations And Their Implementations For Multi-Stakeholder Audiences: The Case Of HundrED

Crystal Green, Heini Karppinen
HundrED

Scaling Capabilities for Collaborative, Continuous Improvement: Exploring New Possibilities for Open Access Online Learning

Donald Peurach
University of Michigan

Learning Identities: The Challenge for Educators

Chair(s): Pierre Tulowitzki (FHNW University of Applied Sciences and Arts Northwestern Switzerland)

Discussant(s): Pierre Tulowitzki (FHNW University of Applied Sciences and Arts Northwestern Switzerland)

Presentations of the Symposium

English in East and South Asia in the Post-Kachruvian Era: Evolving Identities and New Possibilities

Ee Ling Low
National Institute of Education, Nanyang Technological University, Singapore

Classroom Manager or Learning Partner – How Can Teachers Support Students in Developing Their Identity, And How Can This Influence the Students’ Learning?

Marlen Faannessen¹, Erlend Dehlin^2
1KS Consultant (The Norwegian Association of Local and Regional Authorities), ²Norwegian University of Science and Technology

Exploring Identities: Contrasting Evidence from Canada and South Korea

Dennis Shirley
Boston College

School Belonging From The ‘Outside-In’

Chair(s): (Professor) Kathryn Riley (Institute of Education, UCL)

Discussant(s): Anton Florek (Staff College UK)

Presentations of the Symposium

The Dance of Leadership: Internal Belonging and External Constraints

Karen Louis
University of Minnesota

A place-based Approach to Enabling Young People to Create Their Sense of Social Belonging

Helene Elvstrand, Lina Lago, Sanna Hedrén
Linköpings university Sweden

From Knowing to Being - Bridging The Gap Between Knowing And Doing In Leadership Development

Heather Lee De Blasio

Grift Education, Australia

Supporting And Nurturing School Leaders: Professional Learning That Develops An Inquiry Stance Toward Instructional Leadership

Usha James¹, Shelley Warkentin², Kellie Wrigley³, Leslie Stewart Rose⁴

1: The Critical Thinking Consortium, Canada; 2: Seven Oaks School Division, Canada; 3: Superior Greenstone School Division, Canada; 4: University of Toronto

Curious And Curiouser: The Lived Experience Of Women Who Have Opened The Pandora’s Box Of Network Leadership.

Alexandra Harper¹, Trista Hollweck², Miriam Mason-Sesay³, Danette Parsley⁴, Robyn Whittaker⁵

1: University of Western Sydney, Australia; 2: University of Ottawa; 3: EducAid; 4: Marzano Research; 5: Africa Voices Dialogue & EdEco Connect Lead

Cultivating Professional Capital and Culture Through Reflective Lesson Study and Practice Record Based on the Collaborative Inquiry School-university Partnership

Yuu Kimura¹, Mai Kishino²

1: University of Fukui; 2: University of Fukui

Advancing Impact Assessment in Collaborative Educational Research

Stephen MacGregor

University of Calgary, Canada

Teacher Workplace Learning in the Context of Continuing Professional Development

Philipp Schmid

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

Teachers' and school leaders perceived benefits, costs and significance on Research-Informed Educational Practice for inclusion: Insights from Catalonia, Poland, and England

Georgeta Ion¹, Marta Kowalczuk-Walędziak², Chris Brown³

1: Universitat Autònoma de Barcelona, Spain; 2: University of Bialystok, Poland; 3: Warwick University, UK

From Large-Scale International Comparison To Locally-Relevant Professional Learning: Problems, Prospects, And Reflections On A Work In Progress

Ariel Mariah Lindorff

University of Oxford, United Kingdom

To Change One's Own Mindset - to Contribute to Improvement. A Professional Learning Community at Local Authorities Level.

Anne Berit Emstad

NTNU, Norway

Online Professional Development for Enhancing School Self-evaluation and Improvement. Teachers’ and School Principals’ Perspectives

Sara Romiti¹, Francesco Fabbro², Donatella Poliandri¹

1: INVALSI, Rome, Italy; 2: University of Rome Tor Vergata, Italy

Universities and Governments Supporting School-led Improvements: Developing Complex Partnership Configurations for Translation and Impact

Dennis Kwek, Hwei-Ming Wong, Chew-Lee Teo, Monica Ong

National Institute of Education, Nanyang Technological University, Singapore

Understanding How School And District Leaders Promote Educational Equity For Multilingual Learners: Leadership Practices From The Field

Nora Turriago, Amanda Datnow, Shana Cohen, Alison Wishard Guerra

University of California San Diego, United States of America

System-wide and Career-long Leadership Frameworks to Drive Capacity and Capability Building

Fabienne Michelle Van der Kleij, Pauline Taylor-Guy, Michelle Lasen

Australian Council for Educational Research, Australia

How school leaders make sense of large-scale reform: the case of Chile's New Public Education System

Gonzalo Munoz Stuardo

Universidad Diego Portales, Chile

Leading Education Systems that Champion for Culturally and Linguistically Diverse Newcomer Families

Janet Mola Okoko

University of Saskatchewan, Canada

Patterns of Teacher Stress and Teacher-Student Interactions Associated with Quality of Implementation in the INTERACT Teacher-Coaching Intervention

Sigrun K. Ertesvag, Maren Stahl Lerang

University of Stavanger, Norway

Harnessing the Power of Social Networks: Knowledge Brokers and Their Relational Efforts to Disseminate Resources

Anita Caduff¹, Marie Lockton¹, Alan J. Daly¹, Martin Rehm²

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

Institutionalizing Care and Equity in Schools: Toward a Theory of Process Metrics in Elementary & Secondary Education

Andrew Stein

Northwestern University, United States of America

In What Ways Can Adult-Child Pedagogical Interactions At Home And Preschool Combine To Shape The Development Of Preschoolers’ Verbal Reasoning?

James Elliot Hall, Chloe Eddy

University of Southampton, United Kingdom

Nurturing Critical Thinking Through Oral Storytelling

Catherine O Reilly

Trinity College Dublin, Ireland

A Typology of Nurturing Pedagogies in Schools Serving Working-Class Communities

Seán Gleasure¹, Dympna Devine¹, Gabriela Martinez Sainz¹, Seaneen Sloan¹, Mags Crean², Barbara Moore¹, Jennifer Symonds¹

1: University College Dublin; 2: Maynooth University

Developing Adaptability And Agility In Leadership Amidst The COVID-19 Crisis: Experiences Of Mid-career School Principals

Venesser Fernandes

Monash University, Australia

Identifying The Long-term Impact Of COVID-19 Learning Deficits On Catholic Diocesan Schools In Pakistan

Venesser Fernandes¹, Sherwin Rodrigues², Asher Javaid³

1: Monash University, Australia; 2: Notre Dame Institute of Education, Pakistan; 3: National Catholic Education Commission, Pakistan

Confronting and Preventing School Employee Sexual Misconduct

Charol Shakeshaft, Dale Mann

Virginia Commonwealth University, United States of America

A Self-Reflective Framework for School Improvement in a Faith Based Setting

Eddie McGee

St Marys University College Belfast, United Kingdom

Understanding the well-being of literacy coaches: A Chinese perspective

Peng Liu², Qi Xiu¹, Xuyang Li²

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

Examination of Gender Disproportionalities in Principal Employment and Salary

Henry Zink, Craig Hochbein

Lehigh University, United States of America

“I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices

Paul Michael Newton¹, Mickey Jutras², Dawn Wallin¹

1: University of Saskatchewan, Canada; 2: St. Francis Xavier University, Canada

Developing equitable education systems: A Research Practice Partnership supporting local systems change

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

Discussant(s): Andy Hargreaves (Boston College)

Presentations of the Symposium

Every Dundee Learner Matters: A strategy for educational change

Mel Ainscow, Ines Alves, Chris Chapman, Tom Cowhitt, Stuart Hall, Kevin Lowden
University of Glasgow

Emerging findings from a University perspective

Mel Ainscow, Ines Alves, Chris Chapman, Tom Cowhitt, Stuart Hall, Kevin Lowden, Deja Lusk
University of Glasgow

Research Practice Partnerships: Rethinking The Roles and Responsibilities of Local Authorities and schools

Mel Ainscow¹, Chris Chapman¹, Paul Flemming², Kim Flynn³, Kevin Lowden¹, Stuart Hall¹, Audrey May^2
1University of Glasgow, ²Dundee City Council, ³Sidlaw View Primary School

Inspecting Innovation: From Uncritical Exultation To Deeper Exploration

Chair(s): Andrew Hargreaves (University of Ottawa and Boston College), Gladys Ayson (University of Ottawa)

Discussant(s): Kristin Vanlommel (HU University of Applied Sciences Utrecht)

Presentations of the Symposium

Innovation, Inclusion And Belonging: Multiple Pathways To Play-Based Improvements For Marginalized Children After COVID-19

Andrew Hargreaves¹, Gladys Ayson^2
1University of Ottawa and Boston College, ²University of Ottawa

What’s In A Name? Exploring The Significance Of Framing Language In The Promotion Of School-Based Change

Liz Dawes Duraisingh, Andrea Sachdeva
Harvard Graduate School of Education

What Will Change In Schools And Education After COVID?

Thomas Hatch
Columbia University

Symposium II: School Belonging From The ‘Inside-Out’

Chair(s): Kathryn Ann Riley (UCL, Institute of Education), Anton Florek (Staff College UK)

Discussant(s): Mohammed Elmeski (Chef du Gouvernement - Royaume du Maroc (cg.gov.ma))

Presentations of the Symposium

Power, Caring and Belonging: Critical Perspectives

Karen Seashore¹, Mary Bussman¹, Emily Palmer¹, Jeff Walls², Mary Yeboah^3
1University of Minnesota, ²Washington State University, ³Weaton College

Building Meaningful Student-teacher Relationships To Foster Belonging And Engagement

Matthew J. Easterbrook, Ian R. Hadden, Lewis Doyle
University of Sussex

Articifial Intelligence, AI, in Formative Assessment. Ethical Dilemmas, Pedagogical Opportunities and Challenges

Chair(s): Yngve Lindvig (Learnlab), Dennis Shirley (Boston College)

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

Presentations of the Symposium

Ethical Dilemmas when using AI in Education

Jarl Inge Waerness¹, Yngve Lindvig¹, Tone Mari Gurskevik¹, Tony Burner², Tore Skandsen^3
1Learnlab, ²University of South-Eastern Norway, ³Imtec

Formative Assessment when using AI: Opportunities and Challenges

Tony Burner¹, Yngve Lindvig², Jarl Inge Waerness^2
1University of South-Eastern Norway, ²Learnlab

Supporting Professional Learning Networks through Science Communities of Practice

Steven McGee¹, Randi McGee-Tekula¹, Isabel Delgado-Quinñones², Normandie Gonzalez-Orellana³, Noelia Baez-Rodriguez³

1: The Learning Partnership, United States of America; 2: Forward Learning, United States of America; 3: University of Puerto Rico, United States of America

Catalytic Affiliation Across Inquiry Networks

Judith Lindsay Halbert¹, Linda Kaser², Barb Hamblett³, Angela Stott⁴, Natalie Mansour⁵, Lillemor Rehnberg⁶, Begonya Folch Martinez⁷, Rebbecca Sweeney⁸, Brooke Moore⁹

1: University of British Columbia, Canada; 2: Networks of Inquiry and Innovation, British Columbia, Canada; 3: SD 73, BC; 4: SD 74, BC; 5: NOII NSW; 6: NOIIE Sweden; 7: Barcelona School; 8: Core education NZ; 9: SD 37, BC

Professional Learning for Creativity & Innovation in Education

Rosie Leonard-Kane, Alan Morgan

UCD Innovation Academy, Ireland

Wellbeing as a Sustainable Component of Preservice Teacher Education

Sabre Cherkowski¹, Karen Ragoonaden¹, Benjamin Kutsyuruba², Keith Walker³, Lorraine Godden⁴, Tim Claypool³

1: University of British Columbia, Canada; 2: Queen's University, Canada; 3: University of Saskatchewan; 4: Carleton University

Mind the Representation Gap: Minority Ethnic Teachers in the Scottish Teaching Workforce

Dr Khadija Mohammed

University of the West of Scotland, United Kingdom

Variation in Teachers’ Academic Optimism: Examining the Impact of Classroom Composition and School Academic Optimism to Maximise Excellence and Equity

Ruud Lelieur, Jose Manuel Rivera Espejo, Noel Clycq, Jan Vanhoof

University of Antwerp, Belgium

Building Supportive and Collaborative Relationships in Times of Change: A Relational Approach to Mandated and Non-Mandated School Networks in a (new) Chilean School District

Ignacio Wyman

The University of Manchester, United Kingdom

Key Learnings from Research and Practice in School Improvement: Updating the National School Improvement Tool

Fabienne Van der Kleij, Pauline Taylor-Guy, Christina Rogers, Julie Murkins

Australian Council for Educational Research, Australia

Instructional Leader Partnerships

Catherine Lynn Meyer-Looze, Richard Vandermolen

Grand Valley State University, United States of America

Strategies Educators and Institutions can use to Support Youth Persistence in STEM

Karen Hammerness¹, Jennifer Adams², Peter Bjorklund³, Rachel Chaffee¹, Daly Alan³, Gupta Preeti¹, MacPherson Anna¹

1: American Museum of Natural History; 2: University of Calgary, Canada; 3: University of California-San Diego, United States of America

Promoting and Enhancing the Use of Digital Formative Assessment and Feedback Amongst High-school Chemistry Teachers in International Schools in China

Xiaohui Yang, Damian Murchan

Trinity College Dublin, Ireland

From Initiation To Implementation: A Case Study Of Post-Primary Teachers Engaged In The Educational Training Board of Ireland’s Instructional Leadership Programme

Sharon Coffey

Kilkenny Carlow Education and Training Board, Ireland

Government And Non-Government Preschool Teacher's 'Inner Inclusion Capital'

Wan Roslina Wan Yusoff¹, Aswati Hamzah²

1: Little Ones International Sdn Bhd, Malaysia; 2: Universiti Sains Malaysia

Responding to Crisis Lessons Learned from Covid-19 for ECEC Practice in Ireland

Maja Haals Brosnan, Natasha O'Donnell, Rhona Stallard

Marino Institute of Education, Ireland

Politics of Belonging in Early Childhood Policy and Practice

Kristina Westlund

City of Malmö, Sweden/Kristianstad University

Culture for Learning in Early Childhood Education

Sigrid Øyen Nordahl, Veronica Grøtlien

Inland, Norway, University College of Applied Sciences, Norway

Being A Principal of School Age Educare Centers; a comparison between Sweden and Switzerland about a complicated assignment

Lena Boström¹, Patricia Schuler², Helene Elvstrand³

1: Mid Sweden University, Sweden; 2: Zurich University of Teacher Education,Switzerland; 3: Linköping University, Sweden

A Cross-Cultural Investigation of Distributed Leadership in Schools: Views of School Principals with PhD Degrees in Ireland and Türkiye

Metin Özkan¹, Çiğdem Çakır², Joe O'Hara³, Shivaun O'Brien³, Martin Brown³

1: Gaziantep University, Türkiye; 2: Ministry of National Education, Gaziantep, Türkiye; 3: Dublin City University, Ireland

Internal and External Interventions for School Quality Improvement – The Central Role of School Leadership

Stephan Gerhard Huber¹, Christoph Helm², Rolf Strietholt³, Marius Schwander¹, Jane Pruitt¹

1: University of Teacher Education Zug (PH Zug), Switzerland; 2: Johannes Kepler University Linz, Austria; 3: IEA Hamburg

The Key Role Of Mentorship in Principals’ Professional Development Trajectories: Impact Of A University And District Research/Practice Learning Partnership

Alison Jane Mitchell¹, Seonaidh Black², Carolyn Davren², Julie Harvie¹

1: University of Glasgow School of Education, Scotland, United Kingdom; 2: Glasgow City Council Education Services, Scotland, United Kingdom

Conceptualising and Promoting Teacher and Pupil Agency in Curriculum Redevelopment and Enactment: Learnings from Recent Developments in England, Ireland, Scotland and Wales

Chair(s): Jim Spillane (Northwestern University, Chicago)

Discussant(s): Amanda Datnow (University of California San Diego)

Presentations of the Symposium

Agency, Structure and England’s National Curriculum

Dominic Wyse
Helen Hamlyn Centre for Pedagogy (0 to 11 Years) (HHCP). IOE, UCL’s Faculty of Education and Society

Teacher and Child Agency in the Primary School Curriculum in Ireland: Policy Aspirations, Progress and Challenges

Thomas Walsh
Maynooth University, Ireland

Learners and Teachers: Alternative Approaches to Agency in Scotland

Ollie Bray¹, Louise Hayward^2
1Education Scotland, ²University of Glasgow

Teacher Agency and the Curriculum for Wales

David Egan¹, Kevin Palmer^2
1Cardiff Metropolitan University, ²Kevin Palmer, Welsh Government

Practitioner Data on Middle Leadership in Ireland and Internationally

Chair(s): Teresa O'Doherty (Marino Institute Dublin)

Discussant(s): Rebecca Lowenhaupt (Boston College)

Presentations of the Symposium

Capturing Middle Leader Voice in a Changing Irish Policy Context; The Future of Middle Leadership

Louise Platt
MIC

Irish Primary School Principals' Perspectives on the Role of the Middle Leader

Sinéad O'Mahony
MIC

Collecting Rich Practice Data: A Review of Participants’ Activities and Emotions During A Programme of Study on Middle Leadership and Mentoring

Finn Ó Murchú, Des Carswell
MIC

"Network Nordmoere - From Startup Towards Sustainable Developement"

Chair(s): Tore Skandsen (IMTEC)

Discussant(s): Marlen Faannessen (KS Konsulent AS)

Presentations of the Symposium

What Have We Done So Far?

Astrid M Høivik¹, Else Brit Gaupset^2
1Surnadal Commune, ²Gjemnes commune

Findings And Results

Carl Fredrik Dons¹, Per Tore Granrusten^2
1Norwegian University of Science and Technology, ²College for Preschool teachers DMMH

What Are The Next Steps?

Marlen Faannessen¹, Tore Skandsen^2
1KS Konsulent AS, ²IMTEC

Navigating Ambiguity In Teacher Professional Development

Chair(s): Kristin Vanlommel (University of Applied Sciences Utrecht)

Discussant(s): Chris Brown (Warwick University)

Presentations of the Symposium

Trainee Teachers Inquiry Habit of Mind: A matter Of Prevailing Attitudes Or Learning Opportunities?

Jana Groß Ophoff¹, Christina Egger², Anne Frey¹, Johannnes Dammerer^3
1Voralberg Teaching University, ²Salzburg Teaching University, ³Niederosterreich Teaching University

Fostering Quality Professional Teaching and Learning: The relationship Between Organizational Conditions And Professionals’ Responses To Paradoxes.

Lydia Schaap, Kristin Vanlommel
University of Applied Sciences Utrecht

Playing The Same Game? Accounting For Pedagogical And Epistemological Difference In Cross-national Professional Learning Opportunities

Liz Dawes Duraisingh, Everardo Perez-Manjarrez
Harvard Graduate School of Education

Career Paths of Chilean School Principals: Exploring Factors and Perceptions Affecting Entry, Longevity, and Departure

Chair(s): Juan Pablo Valenzuela (Universidad de Chile)

Discussant(s): Carmen Montecinos (Pontificia Universidad Catolica de Valparaíso)

Presentations of the Symposium

Understanding Trajectories and Factors Associated with Primary School Principals’ Trajectories from 2015 to 2020

Claudio Allende¹, Juan Pablo Valenzuela¹, Carmen Montecinos², Xavier Vanni¹, Danilo Kuzmanic^1
1Universidad de Chile, ²Pontificia Universidad Catolica de Valparaíso

What happens next? Unravelling Career Trajectories after Becoming a Principal in Chile's Primary Schools

Danilo Kuzmanic¹, Juan Pablo Valenzuela¹, Claudio Allende¹, Carmen Montecinos², Xavier Vanni^1
1Universidad de Chile, ²Pontificia Universidad Catolica de Valparaíso

Unraveling the Motivations for Remaining and Leaving the Principalship

Xavier Vanni¹, Carmen Montecinos², Juan Pablo Valenzuela¹, Claudio Allende¹, Danilo Kuzmanic^1
1Universidad de Chile, ²Pontificia Universidad Catolica de Valparaíso

Children And Young People In Out-Of-home Care – Education Every Day, Every Way.

Dale Murray

Life Without Barriers, Australia

Does ‘Educational Culture’ matter to create ‘Ownership of Learning’?

Henk van Woudenberg

SOL (student Ownership of Learning), Netherlands, The

Preview of Regional Event Creating Futures: Repurposing Education for All

Julia Helen Cantle Longville, Alma Harris, Michelle Jones

Cardiff Met, United Kingdom

Developing a School Improvement Framework: Key drivers and processes for effective system alignment

John Michael Finneran

Marist Schools Australia, Australia

Brisbane Catholic Education's System-Wide School Improvement Journey

Diarmuid O'Riordan, Karen Harrison

Brisbane Catholic Education, Australia

“Practical International Leadership Development” - Leaders Need Many Different Skills

Marlen Faannessen¹, Tore Skandsen², Dag Njaa Isene³, Leif Ostli⁴, Nicolai Aas⁵

1: KS Konsulent AS, Norway; 2: IMTEC; 3: DNIakademi; 4: Frederik Ii Secondary School; 5: Indre Oestfold

A Whole School Approach to Supporting Progression – A School University Partnership

Eilis Ni Chorcora, Deirdre Fitzpatrick

Trinity Access Programmes, Trinity College Dublin, Universitty of Dublin, Ireland., Ireland

The Politics of Policy Development and How It Matters For School Improvement

Sheridan Helen Dudley

University of New South Wales, Australia

Accountability In And Of Educational Networks; A Systematic Literature Review

Melanie Ehren

Vrije Universiteit Amsterdam, Netherlands, The

Partnerships for Sustainable Growth: A Case Study of Practice from Australia

John Cleary¹, Pauline Taylor-Guy², Christina Rogers², Julie Murkins²

1: Dept of Education MT; 2: Australian Council for Educational Research, Australia

Evaluation Capacity Building: Teachers’ Views on Three Professional Development Courses

Letizia Giampietro, Giuseppe Pillera, Donatella Poliandri

INVALSI, Italy

External triggers For School Improvement Processes – Evaluation Of A Student Peer-to-peer Program To Support Media Literacy

Andreas Breiter^1,2, Michael Viertel²

1: University of Bremen, Germany; 2: Institute of Information Management, Germany

A Professional Learning Approach to leading an Effective Curriculum Review.

Emma Adams

British School of Brussels, Belgium

Cultivating Professional Learning Communities Through Cross-School Collaborative Projects: The Wild Garden

Leslie Wallace

The British School of Brussels

Connections, Competence, and Collaboration: A Qualitative Exploration of the Influence of School Organization on Teacher Sense of Belonging

Peter Bjorklund Jr.¹, Jennifer R. Karnopp²

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

Teachers and Teacher-Educators as Co-Researchers in a National Policy Evaluation in Ireland: Opportunities for Policy and Practice:

O'Sullivan Lisha, Ring Emer

Mary Immaculate College, University of Limerick, Limerick, Ireland, Ireland

An Exploration of Distributed Leadership in Irish Post-Primary Schools

Niamh Hickey¹, Patricia Mannix McNamara^1,2, Aishling Flaherty¹

1: University of Limerick, Ireland; 2: Western Norway University of Applied Sciences, Norway

Swedish Principals’ Adaptive Leadership During the Covid-19 Pandemic - Visible Traces in Their Leadership Practices Today

Susanne Sahlin¹, Monica Sjöstrand², Maria Styf¹, Sandra Lund¹

1: Mid Sweden University, Sweden; 2: Swedish Defense University, Sweden

Building Capacity for Distributed Leadership: A Comparative Analysis of Leadership Preparation in Ireland and the United States

Rebecca Lowenhaupt¹, Finn O Murchu²

1: Boston College, United States of America; 2: Mary Immaculate College Thurles, Ireland

Backbone Organizations for Improvement Research and Continuous Improvement Utilization: Opportunities and Challenges from New York State

Kristen Campbell Wilcox

University at Albany, United States of America

Using an Evidence-informed Approach to Continuing Professional Learning to Guide Teaching and Leadership Practice

Sharon Friesen, Barbara Brown

University of Calgary, Canada

Sustaining Large Scale Systemic Change: A Focus On The Educational Training Board Of Ireland’s Instructional Leadership Program

Barrie Brent Bennett¹, Joan Russell²

1: Ontario Institute for Studies in Education, University of Toronto; 2: Educational Training Board of Ireland

Re-imagining School Leadership around an Agential Ethic of Care

Julia Dobson

University College London, United Kingdom

Improving School Leadership In Rwanda And Impact On Student Outcomes

Lee Crawfurd², Jocelyne Cyiza Kirezi¹, Simeon Oliver Lauterbach³, Aimable Nsabimana⁴, Jef Peeraer¹

1: VVOB - education for development, Belgium; 2: Center for Global Development; 3: Geneva Graduate Institute; 4: United Nations University World Institute for Development Economics Research

Teacher Education in a Postcolonial Hong Kong: forms, drivers, influences

Paul Campbell

Education University of Hong Kong, Hong Kong S.A.R. (China)

Converting bureaucratic principals to school leadership. Action research and Continuous Professional Development in the French context.

Romuald Normand

University of Strasbourg, France

A Randomized Control Trial Examining the Direct Effects of School Leaders on the Academic and Non-Academic Outcomes of Students at Risk of Dropping Out

Craig Hochbein¹, Bob Steckel²

1: Lehigh University, United States of America; 2: Whitehall-Coplay School District

Leading trauma-informed professional learning: Insights from Australian and Irish schools

Helen Stokes¹, Gavin Murphy², Pauline Thompson¹

1: University Of Melbourne, Australia; 2: Trinity College, Dublin, Republic of Ireland

Integration or Inclusion? A Document Analysis of the Strategies Employed by 20 German-Speaking Swiss Cantons to Comply with the UN Convention on the Rights of Persons with Disabilities

Julia Schaub, Isabella Lussi, Stephan Gerhard Huber

University of Teacher Education Zug (PH Zug), Switzerland

Transforming Educational Systems to Support the Generation and Use of Professional Knowledge: New Approaches to Organizational and Professional Learning in England, Singapore, and the United States

Chair(s): Joshua Glazer (George Washington University), Jennifer Russell (Vanderbilt University)

Discussant(s): Donald Peurach (University of Michigan)

Presentations of the Symposium

Strengthening Evidence-Informed Practice at Scale: Finding the Sweet Spot Between Purism and Pragmatism

Toby Greany, Georgina Hudson
University of Nottingham

The Contact Zone of Assessment Reforms in Singapore Classrooms: Schooling and Learning in Transition (2004-Present)

Hwei Ming Wong, Dennis Kwek
National Institute of Education Singapore

RPPs and School Improvement Networks: Leveraging Boundary Spanning for Organizational and Professional Learning

Joshua Glazer¹, Jennifer Russell², Megan Duff^2
1George Washington University, ²Vanderbilt University

Shoot High, Aim Low?! The Issue of Visions and Goals at Schools in Adverse Circumstances

Chair(s): Esther Dominique Klein (TU Dortmund University)

Presentations of the Symposium

Teacher Commitment to Students: Goals, Self-interest, and Ethic of Service in the Face of Adversity

Miguel Órdenes
Universidad Diego Portales

Keeping It Simple: Downshifting Goal Complexity to Foster Collective Agency in a Californian School Facing Adversity

Elizabeth Zumpe
University of Oklahoma

The Enactment of Performance-based Accountability in Disadvantaged School Contexts: A Comparative Analysis of Spain and Chile

Lluís Parcerisa¹, Marcel Pagès^2
1Department of Teaching and Learning and Educational Organization, University of Barcelona, ²Department of Sociology, Autonomous University of Barcelona

Too Difficult a Task? Principals’ Commitment to Sustaining Academic Standards During Distance Learning and the Role of Disadvantaged Contexts

Esther Dominique Klein¹, Livia Jesacher-Rößler², Nina Bremm², Kathrin Racherbäumer^3
1TU Dortmund University, ²Friedrich-Alexander-University Erlangen-Nuremberg, ³University of Siegen

How Can Evidence-Informed Practice Enhance Quality Professional Education

Chair(s): Kristin Vanlommel (University of Applied Sciences Utrecht)

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

Presentations of the Symposium

Towards Professional Decision-Making In Education: Integrating Data, Intuition And Research

Kristin Vanlommel
University of Applied Sciences Utrecht

From Sensemaking To School Improvement? Exploring Educational Professionals' Use Of School Performance Feedback

Evelyn Goffin¹, Rianne Janssen², Jan Vanhoof^3
1University of Antwerp & KU Leuven, ²KU Leuven, ³University of Antwerp

Teacher Leaders’ Perception Of Their Role In Evidence-Informed School Decision Making Processes

Hannelore Zeilinger¹, Jana Groß Ophoff², Johannes Dammerer^1
1University College of Teacher Education Lower Austria, ²University College of Teacher Education Vorarlberg

Inclusion And Identity: Pathways Or Roadblocks To Educational Equity

Chair(s): Martin Scalan (Boston College)

Discussant(s): Norah Marsh (Marsh & McMahon Consulting and Executive Services)

Presentations of the Symposium

Visions of Inclusive Education: varying views from Nova Scotia, Canada

Jess Whitley
University of Ottawa

Inclusive Education in The Age of Identity

Andy Hargreaves
Boston College & University of Ottawa

Promoting Inclusion In Schools: Possibilities And Barriers

Mel Ainscow
Universities of Manchester and Glasgow

Transforming Inclusive Education for Students with Intellectual Disabilities in Secondary Academic Classrooms

Shelley Moore
The University of British Columbia

Beyond “Voice”, Toward Agency: Meaningfully Centring Student Wisdom And Experiences In All Decision Making

Usha James¹, Indira Quintasi Orosco², Wes Hahn³

1: The Critical Thinking Consortium, Canada; 2: University of Toronto; 3: Trillium Lakelands District School Board, Canada

Teacher Ethics: Managing the Gap between Policy Creation and Implementation

Pauline Stephen¹, Elaine Napier²

1: General Teaching Council for Scotland; 2: General Teaching Council for Scotland

Collaboration and Capacity Building at Scale: How the National MA Education (Wales) is redefining and reshaping system learning

Michelle Jones¹, Alma Harris², Andrew Davies³, Matthew Hutt⁴, Kelly Smith⁵, Cecilia Hannigan-Davies², Kevin Palmer⁶

1: Swansea University; 2: Cardiff Metropolitan University; 3: Aberystwyth University; 4: University of South Wales; 5: Glyndwr University; 6: Welsh Government

Catalytic Affiliation: Relational Impacts In Networks

Judith Lindsay Halbert¹, Linda Louise Kaser²

1: University of British Columbia; 2: Networks of Inquiry and Indigenous Education

Building Bridges in Adversity: Collaboration in German Schools facing Challenging Circumstances

Gregor Steinbeiß¹, Stephan Gerhard Huber²

1: Johannes Kepler University Linz, Austria; 2: University of Teacher Education Zug (PH Zug), Switzerland

Discourse and Power in Research-Practice Partnerships: A Cross-National Study

Amanda Datnow¹, Enikö Zala-Mezö², Benjamin Kennedy¹, Nora Turriago¹

1: University of California San Diego, United States of America; 2: Zurich University of Teacher Education

Stories from the River: Elucidating British Columbia’s Principals’ Experiences of Developing their Identities, Capacities, and Agency in Leading Educational Transformation

Leah Taylor

Vancouver Island University, Canada

Exploring The Potential Of The Concept Of The School As A Learning Organisation (SLO) Within Contemporary Approaches To School Leadership

Barry James Kenny¹, Keith Johnston¹, Melanie Ni Dhuinn²

1: Trinity College Dublin, Ireland; 2: Marino Institute of Education, Ireland

School Leader Preparation: Exploring the Relationship between Coursework and Leader Data Use

Lisa M. Abrams¹, Coby V. Meyers², Tonya R. Moon², Michelle L. Hock²

1: Virginia Commonwealth University, United States of America; 2: University of Virginia, United States of America

School Community-Oriented Leadership Framework: Reflections From The Field

Joan Margaret Conway¹, Dorothy Constance Andrews¹, Cheryl Bauman¹, David Turner²

1: University of Southern Queensland, Australia; 2: Queensland Association of State School Principals, Australia.

“Creativity May Be A Process of Change, And Positive Change, For School” Leading For Creativity - Nurturing Creative Pedagogy And Practices In Education

Deirdre McGillicuddy

University College Dublin, Ireland

School Leaders’ Pedagogical Leadership While Initiating and Conducting Local School Improvement Using Action Research – an Example of Advanced Continuing Education for School Leaders in Sweden

Ingela Portfelt

Karlstad University, Sweden

Are We Collaborating Or Just Co-Existing? First Insights From A Study Of Interactions, Structures And Perceptions Of Collaboration Between School Leaders, School Boards and Teachers

Ella Grigoleit

FHNW University of Applied Sciences and Arts Northwestern Switzerland

Strategies for Engaging in Co-research: Collaborating with Youth

Rachel Chaffee¹, Preeti Gupta¹, Mahmoud Abouelkheir¹, Lucie Lagodich¹, Karen Hammerness¹, Jennifer Adams², Anna MacPherson¹, Alan Daly³, Peter Bjorklund³

1: American Museum of Natural History, United States of America; 2: University of Calgary, Canda; 3: University of California, San Diego, United States of American

Using a NIC-Based Approach for Implementation of Student-Centered Practices: A Study of the Relationship Between Student Reading Outcomes and Degree of Teacher Implementation

Anna E. Premo, Christian D. Schunn

University of Pittsburgh, United States of America

“Students Have Forgotten How To…human.”: Exploring The Social Challenges Faced by Teachers Post-pandemic In Indian classrooms.

Tarang Tripathi¹, Chandraditya Raj²

1: University of Calfornia, San Diego, United States of America; 2: Aawaaz Foundation, India

LGBTQ+-Inclusive Professional Development in Elementary Schools: Does It Matter to Schoolwide Discipline?

Mollie McQuillan

University of Wisconsin - Madison, United States of America

Teacher Professional Career in Chile: Do Extrinsic Incentives Appeal to Intrinsic Motivation?

Miguel Órdenes González¹, Deborah Ulloa Rodríguez²

1: Universidad Diego Portales, Chile; 2: Universidad Diego Portales, Chile

Teacher Professionalism in Kuwait: Learning from Leading Countries

Ibrahim Alhouti

Kuwait University, Kuwait

Teacher Shortage in Sweden - Different Perceptions from Different Professional Groups

Lena Boström¹, Göran Bostedt²

1: Mid Sweden University, Sweden; 2: Mid Sweden University, Sweden

Digital Transformation in Secondary School: How Teaching Online can Facilitate Student Learning

Inger Dagrun Langseth, Dan Yngve Jacobsen

Norwegian university of science and technology, Norway

The Impact of Principal Resilience on Psychological Contract with Their School and Work-Family Conflict

Junjun Chen

The Education University of Hong Kong, Hong Kong S.A.R. (China)

Responding to Crisis through Cross-sector Collaboration: Institutional Logics and School Improvement in the Chelsea Children’s Cabinet

Rebecca Lowenhaupt¹, Babatunde Alford¹, Whitney Hegseth¹, Piaoran Huo¹, Gabrielle Oliveira², Betty Lai¹

1: Boston College, United States of America; 2: Harvard University, United States of America

Reconceptualizing Principal Well-being: State, measurement, and consequences

Junjun Chen¹, Allan Walker², Philip Riley³

1: Education University of Hong Kong; 2: Education University of Hong Kong; 3: Deakin University

What Does it Take to Sustain Covid-related Innovations to Strengthen Student-teacher Relationships?

Bianca Licata, Thomas Hatch

Teachers College, Columbia University, United States of America

The Reading Achievement Gap: Challenges and Opportunities for DEIS Primary Schools in Ireland

Aoife Joy Keogh

University College Dublin, Ireland

The formation of a Professional Learning Network to Create Inclusive Learning Environments

Jens Ideland¹, Kristina Westlund², Karin Ollinen¹

1: Malmö municipality and affiliated to Malmo University (Sweden); 2: Malmö municipality and Krisitanstad University

Wāhkōhtowin: Decolonizing Canadian Teacher Education from a Nehiyaw (Cree) Perspective

Dawn Wallin, Yvette Arcand, Lori-Ann Daniels, Shirley Cardinal, Blessing Manu

University of Saskatchewan, Canada

Knowledge Development and Epistemic Relations as Boundary Work in Local Educational Authorities

Kristin Norum Skoglund¹, Julie Lysberg²

1: Trondheim municipality, Norway; 2: Bodø municipality, Norway

Literature and Additional Language Learning: An Exploratory Practice Approach.

Stefania Gargioni Gummel

Trinity College Dublin, Ireland

Communicating Your School’s Progress and Improvement - Borrowing From Business.

Dale Bailey, Dianne Smardon

Springboard Trust, New Zealand

Managing to Lead Effective or Improving Schools: Using Evidence to Reconsider the Training and Development of School Leaders

Craig Hochbein

Lehigh University, United States of America

‘No One Asked Me What I Want To Be When I Grow Up’: Narratives From Irish Traveller Student Teachers On The TOBAR Programme At Marino Institute Of Education.

Miriam Colum, Tara Niland

Marino Institute of Education, Ireland

Parent-Child Play Interactions & Their Significance For Educators’ Engagement With Parents

Rogelio Becerra Songolo, Alison Wishard Guerra, Shana Cohen, Monica Molgaard, Yan Jiang

University of California, San Diego, United States of America

Multi-professional Collaboration for Educational Change

Chair(s): Niamh Hickey (University of Limerick), Beat Rechsteiner (University of Zurich)

Discussant(s): Ruud Lelieur (University of Antwerp)

Presentations of the Symposium

Family Of Schools As An Approach To Horizontal Collaboration In A Hierarchical System

Livia Jesacher-Roessler, Katharina Nesseler, Nina Bremm
Friedrich-Alexander-University Erlangen-Nuremberg

Multi-professional Collaboration In All-day Schools: Developing Personal And Professional Relationships Between Care Staff And Teachers

Michelle Jutzi, Barbara Stampfli, Thomas Wickli, Regula Windlinger
University of Teacher Education, Berne

Collab Or Collapse? – An Exploratory Analysis Using Experience-Sampling Data On Teachers' Experiences Of Stress And Competence In Relation To Their Collaborative Practice

Beat Rechsteiner¹, Miriam Compagnoni¹, Flurin Gotsch¹, Andrea Wullschleger², Katharina Maag Merki^1
1University of Zurich, ²University of Applied Sciences and Arts Northwestern Switzerland

Middle Leadership and School Improvement - Studies from a Norwegian Context

Chair(s): Lars Myhr (Centre for Studies of Educational Practice (SEPU))

Discussant(s): Anne Berit Emstad (Norwegian University of Science and Technology)

Presentations of the Symposium

The Role of School Middle Leaders Described in Norwegian White Papers

Knut Olav Nordseth
Centre for Studies of Educational Practice (SEPU)

Principals' and Middle Leaders' Assessment of their Role in School Improvement

Ann Margareth Gustavsen
Centre for Studies of Educational Practice (SEPU)

Teachers' Experiences of Middle Leaders' Role in School Improvement

Hilde Forfang
Centre for Studies of Educational Practice (SEPU)

What do Secondary School Principals Need to Know About Developing Effective Middle Leaders? The Current Evidence from Australia, Chile and New Zealand

Chair(s): Helen Stokes (University of Melbourne)

Presentations of the Symposium

Studies in Middle Leadership that Promote Equity Within New Zealand Secondary Schools

Camilla Highfield
University of Auckalnd

Understanding the Leadership Practices of Middle Leaders in Australian Secondary Schools

Pauline Thompson
University of Melbourne

The Contributions of Subject Departments Heads to Secondary School Improvement in Chile

Carmen Lucia Montecinos Sanhueza
Pontificia Universidad Catolica da Valparaiso

The Age of Engagement, Well-being, and Identity

Chair(s): Dennis Shirley (Boston College)

Discussant(s): Patrick Sullivan (National Council for Curriculum and Assessment, Ireland)

Presentations of the Symposium

Enhancing Teacher Well-being by Developing Professional Identity, Competence and Commitment

Ee Ling Low
National Institute of Education, Nanyang Technological University, Singapore

Data-Informed Leadership and Social Networks to Improve Well-being in Germany

Dagmar Wolf, Andreas Dammertz
Bosch Foundation

Promoting Identity in Ontario, Canada, and Beyond

Dennis Shirley
Boston College

Innovation, Commitment and Capability: A Partnership Approach to Creating New Pathways for Post Primary Students in Ireland

Ita Kennelly, Leo Casey

National College of Ireland, Ireland

“Why Had I Never Talked About Race?”: Decentering White Narratives In Primary Literacy Classrooms

Usha James¹, Clarissa de Leon², Rachael McDonald³

1: The Critical Thinking Consortium, Canada; 2: Queens University, Canada; 3: Limestone District School Board, Canada

Redesigning Teaching And Learning Resources To Enhance Indigenous Students’ Outcomes: A Collaborative Approach To Decolonizing and Integrating Indigenous Education

Usha James¹, Warren Woytuck¹, Joseph Willis², Brad Battiston², Sharon Nate²

1: The Critical Thinking Consortium, Canada; 2: Matawa Education and Care Center, Canada

Towards Zero-Waste of Learning Time : A Creative and Innovative Alternative to Combat Learning Loss in Secondary Schools - A Case Study from Malta

Bernardine Mizzi, Grace Grima, Esmeralda Zerafa

Chiswick House School & St Martin's College, Malta

Student Voice and Student Democracy – how to do it?

Ingelin Burkeland¹, Renate Macpherson²

1: KS Consultants AS, Norway; 2: Osterøy Municipality, Norway

Leveraging Global Climate Education Networks to Improve Climate Literacy Outcomes

Michael R.L. Odell, Teresa J. Kennedy

University of Texas at Tyler, United States of America

Examining The Role Of Leaders’ Personal Networks In Supporting The Community Engagement Of A Local PLN In England

Sotiria Kanavidou, Maria Kaparou

School of Education, University of Southampton, United Kingdom

Collaborative Learning: Mobilizing Professional Identities In A Professional Learning Network

Heather McPherson, Stephen Peters, Shanmugavalli Narayanan, Yeon Hee Kang

McGill University, Canada

Knowledge Brokers’ Role in Social Media: What Type of Information do they Mobilize across Communities?

Martin Rehm¹, Marie Lockton², Anita Caduff², Alan J Daly²

1: University of Regensburg, Germany; 2: University of California, San Diego, USA

Efforts at Systemic Implementation of a Public Education Program: Lessons from Ireland and Australia 2005-2023

Rebecca Saunders, Finn Ó Murchú, Joan Russell, Barrie Bennett

MIC, Ireland

Leading For Sustainable Development; Research Informed Humanistic Leadership To Shape Sustainable Practice; An Effective Model Of Transformational School Development.

Melanie Warnes, Melanie Chambers

British School of Brussels, Belgium

Principalship Development In Scotland: Fostering Agency, Criticality And Confidence In School Leaders

Julie Harvie

University of Glasgow, United Kingdom

To Grade or Not to Grade? Mapping Students’ Progress Outside the Formal Curriculum.

Torbjörn Ott¹, Giulia Messina Dahlberg¹, Julia Eskilsson², Pernilla Schagerlind², Amanda Terlevic²

1: University of Gothenburg, Sweden; 2: Bräckegymnasiet, Sweden

Defining ‘Comparable Schools’. A Delphi-Study On Meaningful And Valid Comparisons Of School Performance Feedback

Glen Molenberghs, Roos Van Gasse, Sven De Maeyer, Jan Vanhoof

Universiteit Antwerpen, Belgium

"Is This my Clasroom?... ": Revealing Social Network Information for Better Student Outcomes

Tarang Tripathi¹, Chandraditya Raj², Palaash Bhargava³, Christoforos Mamas¹, Smriti Sharma²

1: University of Calfornia, San Diego, United States of America; 2: Aawaaz Foundation, India; 3: Columbia University

Promoting Data Use In Schools: How Local And Regional School Administrators Can Support Schools - A German Perspective

Ruth Anna Hejtmanek, Esther Dominique Klein

Technical University Dortmund, Germany

Closing Gaps in Higher Education Trajectories: The Effect of Targeted Information and Mentorship

Andrés Barrios¹, Josefina Eluchans², Fernanda Ramírez-Espinoza³

1: Universidad de los Andes, Chile; 2: Fundacion Luksic, Chile; 3: Pontificia Universidad Católica de Chile

Reflecting on The Important Space Community Occupies in Applied Research

Amie Presley, Aakriti Kapoor, Janet O'reilly

Toronto District School Board, Canada

Teacher research. Transition from Education to Working Life. Is the School Ready to Utilize the Resource and Contribute to a Good Start for a Future Teacher Researcher?

Anne Berit Emstad¹, Karen Birgitte Dille², Bård Knutsen³

1: NTNU, Norway; 2: NTNU, Norway; 3: NTNU, Norway

Getting on the Same Page: The Promise and Challenge of Multi-tiered Systems of Support in Reading

Caitlin Scott, Jim Wright

Marzano Research, United States of America

Effect of a Teacher Professional Development on Teachers’ Beliefs About Data on Students’ Perceptions of Teaching Quality

Lucas Silva¹, Kim Schildkamp², Adrie Visscher², Roel Bosker¹

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

Effect of a Data Use Teacher Professional Development Program on Teaching Quality in Chile

Lucas Silva¹, Kim Schildkamp², Adrie Visscher², Roel Bosker¹

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

‘Leading the Way’: Listening to the Voices of Students with Intellectual Disabilities to Enhance Inclusive Practice in Schools

Nicola Mannion¹, Johanna Fitzgerald², Fionnuala Tynan³

1: Mary Immaculate College, Ireland; 2: Mary Immaculate College, Ireland; 3: Mary Immaculate College, Ireland

Cultivating an Entrepreneurial Mindset? A critical exploration of a set of collaborative workshops aimed at developing an Entrepreneurial Mindset at a Changemaker Primary School in Ireland using action research.

Alan Morgan

UCD Innovation Academy, Ireland

Research for Africa's Education Think Tank - For Africa, By Africa

Robyn Mary Whittaker, Abdelaziz Zohri, Andrew Wambua

Africa Voices Dialogue, South Africa

Fostering University-District Partnerships for Teaching and Learning Improvement: Lessons from Two Cases of Collaboration in South Africa

Pinkie Mthembu¹, Christina Murdoch², Brahm Fleisch¹

1: University of Witwatersrand, Johannesburg, South Africa; 2: University of California Davis, United States of America

What Comes First: A Conducive Environment or a Coaching Program?

Andrea Veronica Stringer

University of New South Wales, Australia

How Educational Leaders Can Maximise The Social Capital Benefits Of Inter-School Networks: Thoughts From An International Symposium.

Chair(s): Cindy Poortman (University of Twente)

Discussant(s): Cindy Poortman (University of Twente)

Presentations of the Symposium

How Educational Leaders Can Maximise The Social Capital Benefits Of Inter-School Networks: Thoughts From An International Symposium.

Chris Brown, Ruth Luzmore
University of Warwick

The Benefits Of Social Capital Benefits Of Inter-School Networks To Support Policy Implementation: A Living Example, The Teacher Expert Network (TENs)

Alexandra Harper
NSW Education Standards Authority (NESA)

The Sustainability And Non-Sustainability Of Inter-School Innovation Networks: A Tool To Ascertain Possibilities And Progress.

Andy Hargreaves¹, Cameron Jones^2
1Boston College and University of Ottawa, ²Upper Canada District School Board

Effective Professional Learning for All? Lessons on Cultivating Collaborative Inquiry Networks in a Variety of Contexts

Chair(s): Mauricio Pino Yancovic (Institute of Education and Center for Advanced Research in Education, Universidad de Chile)

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

Presentations of the Symposium

When Less Can Be More: Gaining Traction with a Single “Thinking Routine” in Networked Collaborative Inquiry

Liz Dawes Duraisingh, Adriana Garcia, Mara Krechevsky, Andrea Sachdeva
Project Zero, Harvard Graduate School of Education

Drawing on Student Funds of Knowledge in Professional Learning Networks to Increase Success for Equity-Deserving Learners

Leyton Schnellert¹, Judith King², Jeannette King³, Janice Moase², Shelley Moore^1
1University of British Columbia, ²School District No. 67, ³School District No. 42

Collaborative Inquiry Networks: Together Overcoming COVID-19 Challenges in Chile

Mauricio Pino Yancovic
Institute of Education and Center for Advanced Research in Education, Universidad de Chile

Developing Expertise Around Gender- and Sexual-Diversity by Leveraging LGBTQ+ Experiential Knowledge

Chair(s): Mollie McQuillan (University of Wisconsin), Andrew Stein (Northwestern University)

Presentations of the Symposium

Engaging with the Experiential Knowledge LGBTQ+ Students & Community Organizations

Mollie McQuillan
University of Wisconsin

Pride in Practice: LGBTQ+ Administrators’ Affective Sensemaking and Organizational Change Work

Andrew Stein
Northwestern University

The Lived Experiences and Expertise of LGBTQ+ School of Education Deans

Michael O'Malley¹, Frank Hernandez^2
1Texas State University, ²Texas Christian University

Problematizing Professional Learning for School Leaders: Lessons from The Volatility and Complexity of Crisis

Chair(s): Michelle Jones (Cardiff Metropolitan University)

Discussant(s): Julia Longville (Cardiff Met University)

Presentations of the Symposium

Leading Teaching and Learning During Crisis, a Caribbean Perspective: Realities and Lessons Learned

Freddy James
The University of the West Indies, St. Augustine

“We May Need More Cowboys”: Australian School Leadership in the Face of Volatility, Uncertainty, Complexity and Ambiguity

Nicola Sum
Monash University (Australia)

Leading During the Pandemic: What Does the Evidence Tell Us

Alma Harris, Michelle Jones
Cardiff Metropolitan University

Professional Relationship Development a Whole School Approach: Effective Strategies to Support Special Educators and General Educators

Dr Ciara Uí Chonduibh

Scoil Uí Ghramhnaigh, Ireland

Combining Data From Practice With international research Evidence For Effective Teaching And Learning, Professional Development And School Improvement – Insights From The Steev-Approach

Wolfgang Beywl, Kathrin Pirani

University of Applied Sciences and Arts Northwestern Switzerland, Switzerland

Professional Identity of Pedagogical Professionals in Complex Urban Surroundings

Naomi Mertens

Fontys University of Applied Sciences, Netherlands, The

Understanding Teacher’s Humor And Its Attributes In Classroom Management: A Conceptual Study

Jerome St-Amand¹, Eric Morissette², Jonathan Smith³

1: Université du Québec en Outaouais, Canada; 2: Université de Montréal, Canada; 3: Université de Sherbrooke, Canada

Co-operative Research On Teacher’s Co-operation

Lina Lago, Helene Elvstrand

Linköping University, Sweden

Relational Aspects of Practice-Based Research and Development

Jens Ideland¹, Kristina Westlund²

1: Malmö municipality, affiliated to Malmo University; 2: Malmö municipality and Kristianstad University

Exploring The Integration Of Global Framework Into Local Competence-Based Education: A Constitutional Logic Perspective On NPDL Implementation In Taiwan

Peiying Chen

National Taiwan Normal University, Taiwan

Breaking Down Silos, Rolling Up Sleeves: Teachers’ Perspectives on the Leadership of Effective Professional Learning Communities

Julie Hamilton, Dominic Fryers

St Mary's University College, United Kingdom

Middle Leaders Pedagogy And Wellbeing: A Professional Leaning Intervention

Christine Grice¹, Fiona Davies²

1: The University of Sydney, Australia; 2: The University of Sydney, Australia

Education Policy: In Whose Interests? A Research/Policy/Practice University And School District Professional Learning Partnership To Strengthen Leadership Of And For Critically Conscious School Communities

Alison Jane Mitchell¹, Jane Arthur², Madelaine Baker², Olivia Drennan², Margery McMahon¹, Andrea Reid²

1: University of Glasgow School of Education, United Kingdom; 2: Glasgow City Council Education Services, Scotland, United Kingdom

Collaboration for Educational Change: Examining the Leadership of Professional Collaboration in the Pursuit of Educational Change

Paul Campbell

Education University of Hong Kong, Hong Kong S.A.R. (China)

Knowledge Building in a Globalized Educational Context: Practitioner Perspectives from Ontario and Scotland

Niall Mackinnon¹, Silvana Reda²

1: Avernish Prospect, Lochalsh, Scotland, United Kingdom; 2: Caravan Learning, Brampton, Ontario, Canada

How Education Researchers Support School Sustainable Development Through Organization Empowerment: Multiple Case Study in China

Shi ye

Huazhong University of Science and Technology, China, People's Republic of

The Education Triple Cocktail: Build the evidence to address improving early grade learning systemwide in South Africa

Brahm Fleisch

University of the Witwatersrand, South Africa

Diversity in the Teaching Profession: From Rhetoric to Reality

Pauline Stephen¹, Asif Chisti²

1: General Teaching Council for Scotland; 2: General Teaching Council for Scotland

Understanding Roles and Perceived Effects of Literacy Coaches in Chinese Schools: Multiple Case Studies

Qi Xiu¹, Peng Liu², Xuyang Li²

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

Leading School Improvement in Vocational Education and Training Schools

Katrine Puge, Line Lindhardt, Bjarne Wahlgren

Aarhus University, Denmark

Systemic Supports for Antiracist Practice in International Baccalaureate Classrooms

Whitney Michelle Hegseth

Boston College, United States of America

Transformational Pathways: Embracing Change, Fostering Innovation, and Empowering Leaders

Chair(s): Andrea Wullschleger (University of Applied Sciences and Arts Northwestern Switzerland, School of Education)

Presentations of the Symposium

Dynamic Pathways: Investigating the Relationship Between the Changing Landscape of Educational Leaders’ Interaction Routines and Innovative Climate

Andrea Wullschleger¹, Yi-Hwa Liou², András Vörös³, Alan J. Daly⁴, Katharina Maag Merki^5
1University of Applied Sciences and Arts Northwestern Switzerland, School of Education, ²Department of Educational Management, National Taipei University of Education, ³School of Social Policy, University of Birmingham, ⁴Department of Education Studies, University of California, San Diego, ⁵Institute of Education, University of Zurich

Building a Networked Learning System: Drawing Out the Lessons from a Programme of Local Systems Change

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

How School Principals Wield Social Influence in Directing and Implementing Student-Centered Instructional Initiatives: A Case Study

Nicolette van Halem¹, Marie Lockton², David Trautman², Yi-Hwa Liou³, Alan J. Daly^4
1Research Institute of Child Development and Education, University of Amsterdam, ²Department of Education Studies, University of California, San Diego, ³Department of Educational Management, National Taipei University of Education, ⁴Department

From Enabling Collaborative Encounters To Leading Sustainable Improvement - A New Conceptualisation Of Educational Change

Chair(s): Rachel Lofthouse (Leeds Beckett University, United Kingdom)

Presentations of the Symposium

Creating And Sustaining A Whole School Culture Of Leading And Learning

Melanie Chambers, Emma Adams, Leslie Wallace
British School of Brussels

Sparking A Movement?: An Exploration Of The Impact Of Deliberately Designed Professional Learning Encounters In A National Network.

Trista Hollweck
University of Ottawa

A Collective Of Educational ‘others’; Questioning The Role Of A Rhizomatic Network In Leading Improvement

Rachel Lofthouse
Leeds Beckett University

Soft Governance – experiences from three municipalities

Chair(s): Tore Skandsen (The IMTEC Foundation)

Presentations of the Symposium

Municipality A

Jane Iren Johansen, Ann Margareth Gustavsen
Innland Norway University of applied sicences

Muncipality B

Tore Skandsen¹, Jane Iren Johansen^2
1The IMTEC foundation, ²Innland Norway University of applied sicences

Muncipality C

Tore Skandsen¹, Jane Iren Johansen^2
1The IMTEC foundation, ²Innland Norway University of applied sicences

Fostering Educational Quality by Professionalisation, Governance and Distributed Leadership in Secondary Education

Chair(s): Roel Bosker (University of Groningen)

Presentations of the Symposium

Effectiveness Of Governmental Professionalisation Incentives For Secondary Education In A Decentralized Context

Lyset Rekers - Mombarg
Universiteit Twente

School Board Capacities

Lieneke Ritzema
GION education/research

Distributed Leadership In Educational Organisations

Marij Veldman
GION education/research

Co-creation for Equity-oriented Transformation in Teacher Education

Chair(s): Leyton Schnellert (University of British Columbia)

Presentations of the Symposium

Equity and Inclusion through Decolonizing Rural Teacher Education

Terry Taylor, Leyton Schnellert
University of British Columbia

Haa huu paa - Teaching with Kindness: Teacher education in Remote First Nations Communities

Paige Fisher¹, Lawrence Lawrence², Rachel Moll^1
1Vancouver Island University, ²Vancouver Island West School District

Enhancing Quality Professional Education: Putting Students At The Centre

Chair(s): Kristin Vanlommel (University of Applied Sciences Utrecht)

Discussant(s): Dennis Shirley (Boston College)

Presentations of the Symposium

How Can We Motivate Students? Using Student Voice To Redesign Education

Emma Strating¹, Kristin Vanlommel¹, Marjan Vermeulen^2
1University of Applied Sciences Utrecht, ²Open University

Defining Data Literacy For Students: From Data Literacy For Student Learning To Data Literate Citizens

Kim Schildkamp¹, Edmond Sebestyén^2
1University Twente, ²University of Szeged

Enacting Data Discussions With Students: A Communicative Activity Analysis

Henning Fjørtoft, Marit Olave Riis-Johansen, Stine Aarønes Angvik, Iveta Kohanová
Norwegian University of Science and Technology

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