WORLDWIDE AUTHORITY ON EDUCATION REFORM
‣ MULTI-AWARD WINNING & BEST-SELLING AUTHOR
‣ GRAWEMEYER AWARD IN EDUCATION RECIPIENT
‣ POLICY ADVISOR TO EDUCATION MINISTER, ONTARIO
Michael Fullan, O.C., is the Global Leadership Director, New Pedagogies for Deep Learning and a worldwide authority on educational reform with a mandate of helping to achieve the moral purpose of all children learning. He currently serves as an Advisor to the Premier and Minister of Education in Ontario. He was the former Dean of the Ontario Institute for Studies in Education of the University of Toronto. He advises policymakers and local leaders around the world. Michael Fullan received the Order of Canada in December 2012. He holds honourary doctorates from Duquesne University, Pittsburgh, Pennsylvania; University of Edinburgh, Scotland; Newman University College, University of Leicester and Nipissing University in Canada.
Fullan is a prolific, award-winning author whose books have been published in many languages. His book Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward, Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education (AACTE), and Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009. Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward, and Professional Capital (with Andy Hargreaves) won the AACTE 2013 Book of the Year, and the Grawemeyer Award in Education in 2015. Michael Fullan’s latest books are: The Principal: Three Keys for Maximizing Impact, Coherence: Putting the Right Drivers in Action (with Joanne Quinn), Freedom to Change, and Indelible Leadership.
WORLD LEADER IN EDUCATION POLICY
‣ WORLD-ACCLAIMED AUTHOR OF ‘FINNISH LESSONS 2.0'
‣ FINNISH EDUCATION SYSTEM EXPERT
‣ GRAWEMEYER AWARD IN EDUCATION RECIPIENT
Pasi Sahlberg is widely recognised as a global leader in education policy. He is a Finnish educator and author who has worked as schoolteacher, teacher educator, researcher, and policy advisor in Finland and has studied education systems, analysed education policies, and advised education reforms around the world. He has written and spoken widely about these topics, his book “Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland” won the 2013 Grawemeyer Award for an idea that has potential to change the world.
He is also a recipient of the 2012 Education Award in Finland, the 2014 Robert Owen Award in Scotland, the 2016 Lego Prize, and Rockefeller Foundation Bellagio Resident Fellowship in 2017. He is a former senior education specialist at the World Bank, a lead education expert at the European Training Foundation, a director general at the Finland’s Ministry of Education, and a visiting Professor of Practice at Harvard University.
He chairs the Open Society Foundations’ Education Board and is a member of the Governing Board of the University of Oulu and the International Council of Education Advisors (ICEA) for the Scottish Government. His recent books are “Hard Questions on Global Educational Change”, “Empowered Educators in Finland” and “FinnishED Leadership: Four Big, Inexpensive Ideas to Transform Education”. He is currently a professor of education policy at the Gonski Institute for Education, University of New South Wales in Sydney, Australia.
WORLD’S LEADING AUTHORITY ON DIFFERENTIATED LEARNING
‣ BEST-SELLING AUTHOR ON DIFFERENTIATED LEARNING
‣ WILLIAM CLAY PARRISH JR. PROFESSOR AND CHAIR OF EDUCATIONAL LEADERSHIP, FOUNDATIONS AND POLICY AT UNIVERSITY OF VIRGINIA'S CURRY SCHOOL OF EDUCATION
Carol Ann Tomlinson is recognised as one of the world’s leading authority on differentiated learning. Her career as an educator includes 21 years as a public school teacher, 12 years as a program administrator of special services for struggling and advanced learners. She was Virginia's Teacher of the Year in 1974. More recently, she has been a faculty member at the University of Virginia's Curry School of Education, where she is currently William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundations, and Policy. Also at UVa., she is Co-Director of the University's Institutes on Academic Diversity. She was named Outstanding Professor at Curry School of Education in 2004 and received an All University Teaching Award in 2008. Special interests throughout her career have included curriculum and instruction for struggling and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom.
Carol is a reviewer for eight journals and is author of over 200 articles, book chapters, books, and other professional development materials. For ASCD, she has authored several books including How to Differentiate Instruction in Mixed-ability Classrooms and The Differentiated Classroom: Responding to the Needs of all Learners and professional inquiry kit on differentiation. Recently, she co-authored a book with Jay McTighe titled Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids and with Kay Brimijoin and Lane Narvaez co-authored The Differentiated School: Making Revolutionary Change for Teaching and Learning. For Corwin Press, she is co-author of The Parallel Curriculum Model: A Design to Develop High Potential and Challenge High Ability Learners. Carol's books on differentiation have been translated into 12 languages. She works throughout the U. S. and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.
INTERNATIONAL EXPERT ON NEUROSCIENCE OF LEARNING
‣ PROFESSOR, HARVARD UNIVERSITY EXTENSION SCHOOL
‣ EXPERT PANEL OF TEACHERS’ NEW PEDAGOGICAL KNOWLEDGE FOR OECD, PARIS
‣ LATIN AMERICAN SOCIAL SCIENCE RESEARCH FACULTY, ECUADOR
Dr. Tracey Tokuhama-Espinosa, is a professor at the Harvard University Extension School and teaches a course entitled The Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education Science and is currently an educational researcher affiliated with the Latin American Social Science Research Faculty (FLACSO) in Quito, Ecuador. She is a former member of the Organisation For Economic Co-Operation and Development (OECD, Paris) expert panel to redefine Teachers’ New Pedagogical Knowledge due to contributions from Technology and Neuroscience.Her office seeks to improve the quality of education through research, teacher training and student support. Tracey’s vision is to better the social, democratic and economic structures of countries through a better educated population. She strongly believes in the active role of universities as change agents to influence public policy. She is a Professor of Education and Neuropsychology and has extensive experience in online education and is the former Director of Online Learning at the Universidad San Francisco de Quito.
She is the founder of Connections: The Learning Sciences Platform, which provides evidence-based resources to teachers. Tracey is an Associate Editor of the Nature Partner Journal, Sciences of Learning.
Tracey has written eight books on the field of Mind, Brain, and Education science and specializes in the field of multilingualism.
Tracey works with schools and has presented research in 28 countries around the world (Argentina, Australia, Austria, Belgium, Brazil, Canada, Chile, Colombia, Costa Rica, Ecuador, France, Germany, Hungary, Iran, Israel, Italy, Japan, Mexico, The Netherlands, Norway, Panama, Peru, Puerto Rico, Spain, Sweden, Switzerland, Thailand, the United Kingdom, and the USA). She has more than 26 years of teaching, administrative and research experience and believes firmly in the power of a single teacher to change many lives.
Her current research focuses on the integration of Mind, Brain, and Education science into teachers’ daily practice and professional development; changes in curriculum to enhance early math and pre-literacy skills; and the leveraging of technology to enhance learning outcomes.
Tracey’s main areas of research are improved indicators to measure educational quality; the expansion of the Mind, Brain, and Education field; learning in the digital age and paradigm shifts using appropriate technologies; bilingualism and multilingualism; and the general improvement of teacher education practices. Tracey works with governments, NGOs, international, private and public schools and other organizations dedicated to improving education.
INTERNATIONALLY-ACCLAIMED INNOVATOR ON SCHOOL REFORM
‣ FOUNDER AND DIRECTOR, PROJECT ACHIEVE
‣ FORMER DIRECTOR, STATE IMPROVEMENT GRANT, ARKANSAS DEPT OF EDUCATION
‣ FORMER DIRECTOR, INSTITUTE OF SCHOOL REFORM, UNIVERSITY OF SOUTH FLORIDA
‣ LIGHTNER WITMER AWARD FROM AMERICAN PSYCHOLOGICAL ASSOCIATION
Dr. Howard M. Knoff, (Howie) is the creator and Director of Project ACHIEVE, and an internationally-known innovator and hands-on practitioner in the areas of:
‣ District/School Success, Continuous Improvement, and Turn-Around (ESEA/ESSA)
‣ Strategic Planning, Organizational Development, and Shared Leadership (Committees/PLCs)
‣ School Discipline, Classroom Management, and Student Self-Management (PBIS/SEL/PBSS)
‣ Special Education (IDEA) Planning and Implementation: Multi-Tiered (MTSS/RtI) Services and Supports for Academically Struggling and Behaviorally Challenging Students
‣ Curricular Alignment, Differentiated Instruction, and Academic Interventions for Struggling Students
‣ Social, Emotional, and Behavioral (Social Skills) Instruction, and Strategic/Intensive Interventions for Challenging Students
Over the past 30+ years, Howie has implemented Project ACHIEVE components in thousands of schools or districts—training in every state in the country. He has also been awarded over $21 million in federal, state, or foundation grants for this work. Awarded grants include: Safe Schools/Healthy Students, School Climate Transformation, Elementary and Secondary Counseling, Safe and Drug-Free School, and MetLife grants.
Howie served as the Director of the State Improvement Grant (SIG)/State Personnel Development Grant (SPDG) for the Arkansas Department of Education—Special Education Unit from 2003 through 2015. Here, he was directly responsible to the state's Special Education Director, and his Project ACHIEVE program was the foundation for the state's PBIS, Multi-Tiered Services (MTSS), and school improvement process (for all Focus schools).
Before his work in Arkansas, Howie was a university professor for 22 years (leaving as a tenured Full Professor) at two research institutions—the University of South Florida (USF) in Tampa, and the State University of New York at Albany. At USF, he was the Director of the School Psychology Program for 12 years, and he established and directed its Institute for School Reform, Integrated Services, and Child Mental Health and Educational Policy for over a decade.
Dr. Knoff received his Ph.D. degree from Syracuse University in 1980, and has worked as a practitioner, consultant, licensed private psychologist, and university professor since 1978. He has authored or co-authored 18 books, published over 100 articles and book chapters, and delivered more than 4,000 papers and workshops in the U.S. and abroad. He worked with the Department of Defense Dependents School District during Desert Storm in 1991, has collaborated with the Southern Poverty Law Center, and has been an expert witness in federal and state court innumerable times, largely representing special education and other students in need.
A recipient of the Lightner Witmer Award from the American Psychological Association's School Psychology Division for early career contributions in 1990, Dr. Knoff also is a Fellow of that Division, a Nationally Certified School Psychologist, a Licensed Psychologist in Arkansas, and he has been trained in both crisis intervention and mediation processes. Frequently interviewed by the media, Dr. Knoff has been on the NBC Nightly News, numerous television and radio talk shows, and he was highlighted on an ABC News' 20/20 program "Being Teased, Taunted, and Bullied." Finally, Dr. Knoff was the 21st President of the National Association of School Psychologists which represents over 25,000 school psychologists nationwide.
LEADING STRATEGIST ON TEACHING AND LEARNING
‣ CREATOR OF THINK!nQ™ REAL LEARNING FRAMEWORK
‣ ACCLAIMED AUTHOR OF BOOKS ON THINKING AND LEARNING
‣ WORKED WITH 100,000 EDUCATORS IN 20 COUNTRIES, 5 CONTINENTS
Lane Clark has a well-earned reputation as an expert in enabling and empowering teachers and schools to design and deliver rigorous, engaging curriculum through powerful teaching and learning strategies. Over the last 20 years she has spent six months of every year ‘on the road’, working directly with schools and districts, equipping educators with the tools and strategies required to re-imagine teaching and learning and promote deep thinking and deep learning for all students.
Over the last twenty plus years, Lane has worked with more than 100 000 educators, in 20 countries, across five continents with the majority of her work being with schools across Australia, New Zealand and the UK as well as working with networks of International Schools in the Middle East, Hong Kong and Taiwan.
Lane is a highly sought-after keynote speaker and workshop facilitator at national and international conferences all over the world. She was recently a keynote presenter at the International Conference on Thinking in Spain alongside fellow keynotes, Edward De Bono, Howard Gardner, Robert Sternberg, David Perkins and Art Costa. Lane always receives rave reviews from conference audiences and is consistently rated as one of the top speakers at the conferences she presents at.
Lane’s Deep Thinking for Deep Learning approach to curriculum design, implementation and assessment, focuses on teaching learners HOW to LEARN and HOW to THINK. Curriculum is contextualised in authentic learning opportunities that invite learners to USE curriculum knowledge and skills to solve problems, meet challenges or make products that will make a difference in their lives and also in the lives of others. Through the use of visible and explicit tools, strategies and frameworks, students are engaged, enabled and empowered to take responsible and rigorous agency over their thinking and learning.
She has developed a suite of thinking and learning tools including an inquiry learning model (the think!nQ model) which mirrors the ‘real life’ process of learning; two thinking frameworks (the thinkbox and thinktower) that explicitly demonstrate for learners, the relationship between thinking skills and thinking tools; she has created nine micro-learning process models, that include decision-making, problem-solving, authoring and designing/making; and has developed a suite of additional thinking tools that guide deliberate and strategic skill development in the areas of relating, hypothesizing, inferencing, generalizing, analyzing and evaluating.
Lane's Deep Thinking for Deep Learning approach is currently explored in undergraduate and graduate university courses in four countries. Her first book is a required text for a Masters course on the teaching of thinking and learning at Amsterdam University. Lane has written (and teaches) a Masters level course on thinking and learning for the University of Zaragoza in Spain. She is the author of two books: ‘Where Thinking and Learning Meet’ and ‘Where Assessment Meets Thinking and Learning’ and is in the process of writing her third, ‘Deep Thinking for Deep Learning’.
Lane's work offers a refreshing, necessary and practical approach to re-thinking and re-engineering how teachers teach and how learners learn.
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