President – Chris Chapman
Chair in Educational Policy and Practice (Robert Owen Centre)
Director of Policy Scotland (Social Sciences College Senior Management)
Professor Christopher Chapman was appointed Chair of Education and Public Policy and Practice at the University of Glasgow in January 2013. Prior to this he was Professor of Education at the University of Manchester and previously held academic and research posts at the universities of Nottingham and Warwick. Before moving into academia Chris taught in challenging secondary schools in Birmingham where he undertook a part-time MA before completing his Ph.D thesis on intervention and improvement in schools in challenging circumstances.
Chris’s research interests focus on the interaction between educational policy and practice, specifically in relation to the improvement of educational outcomes in disadvantaged settings. The recurring themes in Chris’s research are accountability, collaboration, equity, leadership, professional learning and organisational/system reform. Chris has undertaken research and evaluation projects for research councils, charities, national and local governments and their agencies. Chris has also led D&R projects with local authorities, schools and teachers to build the capacity for leading and managing change and improving student outcomes.
President Elect – Jim Spillane
James P. Spillane is the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at the School of Education and Social Policy at Northwestern University. A former primary school teacher at St. Mary’s on the Hill N.S., Cork, Spillane has published extensively on issues of education policy, policy implementation, school reform, and school leadership. His work explores the policy implementation process at the state, district, school, and classroom levels, focusing on intergovernmental and policy-practice relations. He also studies organizational leadership and change, and distributed leadership in schools. Recent projects include studies of relations between organizational infrastructure and instructional advice-seeking in schools and the socialization of new school principals. In recognition of his contribution to educational research, Spillane was elected to the US National Academy of Education in 2013 and to the American Academy of Arts and Sciences in 2020.
Board Member – Dorothy Andrews
Dr Dorothy Andrews, B.A; Dip Ed; M.EdSt; PhD, FACE, FACEQ, FACEL, is an Associate Professor, and Director of the Leadership Research International at the University of Southern Queensland. Dorothy teaches and researches in the areas of leadership and processes of whole-school improvement. She has been engaged in three longitudinal studies tracing the impact of whole school improvement processes (IDEAS). The LRI team was awarded the Australian Council for Educational Leaders Gold Medal in 2003 for excellence in research. Dorothy’s current research is focused on Leadership (including Teacher Leadership), capacity building and organisational change.
Board Member – Chris Brown
Professor Chris Brown is Professor of Education at the University of Portsmouth, School of Education and Sociology.
Chris is seeking to drive forward the notion of Professional Learning Networks (PLNs) as a means to promote the collaborative learning of teachers. The aim of this collaborative learning is to improve both teaching practice and student outcomes, not only in individual schools, but also in the school system more widely. To this end Chris has co-edited one book in this area, Networks for Learning: Effective Collaboration for Teacher, School and System Improvement(Routledge,2018); is co-editor of the Emerald’s Professional Learning Networks Book Series(and has also contributed one book to this series); and is co-founder and co-convener of the ICSEI’s Professional Learning Networks research network. Chris was also recently awarded a significant research grant by Bosch Foundation to examine the effectiveness of area-based reforms: in themselves a specific form of PLN.
Alongside his research into PLNs Chris also has a long-standing interest in how research evidence can and should, but often doesn’t, aid the development of education policy and practice. To that end he has edited authored five books, including Achieving Evidence-Informed Policy and Practice in Education(Emerald Publishing, 2017), scores of papers and has presented and keynoted on the subject at a number of international conferences in Europe, Asia and North and South America.Chris also has extensive experience of leading a range of funded projects, many of which seek to help practitioners to identify and scale up best practice. These include an evaluation of England’s progress towards an evidence informed school system (funded by England’s Department for Education) and a grant from the Education Endowment Foundation to work with 100+ primary schools in England to increase their use of research.
Board Member – Amanda Datnow
Board Member – Danette Parsley
Danette Parsley is chief executive officer at Marzano Research. Danette brings over two decades of experience leading people and projects to support school systems in pursuing evidence-based change to the company. Under her leadership, staff combine deep content, scientific inquiry, and system improvement expertise with a wealth of practical experience to support partners in improving education systems, practices, and outcomes for all learners. She is passionate about creating conditions for individuals, teams, and organizations to develop and thrive.
An expert in school system improvement, professional learning networks, rural education, research-practice partnerships, and out-of-school-time programs and practices, Danette has led dozens of large-scale projects supporting the efforts of schools, districts, and state education agencies in improving student outcomes. She has presented and published widely on these educational improvement topics.
Danette received a doctorate in organizational change from Pepperdine University and a master’s degree in educational psychology, research and evaluation methodology, from the University of Colorado at Denver.
Board Member – Pasi Sahlberg
Pasi Sahlberg is a Professor of Education Policy and Research Director at the Gonski Institute for Education of the University of New South Wales (UNSW). He is former teacher, teacher educator, policy advisor and director general at the Ministry of Education in Finland. Pasi’s professional interests include international education policy, whole system change in education, school improvement and future of education. Currently he leads research projects on learning through play, growing up digital, and equity in education. He is adjunct professor at the University of Oulu and University of Helsinki. His latest book is “Let the Children Play: How more play will save our schools and help children thrive” with William Doyle (Oxford University Press, 2019) and forthcoming books “In Teachers We Trust: The Finnish Way to world class schools” (Norton, 2020) with Tim Walker, and “Finnish Lessons 3.0: What can the world learn from educational change in Finland?” (Teachers College Press, 2020).
Board Member – Pierre Tulowitzki
Professor Pierre Tulowitzki is Chair of Educational Management and School Improvement at the School of Education of the FHNW University of Applied Sciences and Arts Northwestern Switzerland. His research interests revolve around leadership and innovation in schools.
In addition to serving as a board member of the International Congress for School Effectiveness and Improvement (ICSEI), Pierre Tulowitzki serves as the Link Convenor of the Educational Leadership Network of the European Educational Research Association (EERA).
Pierre Tulowitzki has conducted and presented research on various topics from the realm of educational leadership and school improvement research. He has spoken at numerous conferences and other academic and public engagements. He serves on the editorial board of several international journals (for example Leadership and Policy in Schools, the Journal of Educational Administration and the International Journal of Educational Management). He in addition, he is the co-editor of the Journal für Schulentwicklung, one of the leading German-speaking journals for practitioners.
Board Member – Kristin Vanlommel
Dr. Kristin Vanlommel is a visiting professor and post-doctoral researcher at the University of Antwerp. She works in the Department of Education and Training Sciences at the Faculty of Social Sciences and teaches Educational Policy and Educational Sociology. Within the area of data use, her research focuses on teacher judgment and the interplay of data use and intuition. She developed an integrated framework on teacher judgment, taking into account both rational and intuitive processes in the different steps of decision-making. Also, Kristin has investigated how aspects of sense making and different sorts of decision bias may influence equity in education. Alongside her research on the individual aspects of decision making, Kristin also seeks to understand how collaboration influences data use.
Kristin is the network coordinator of ICSEI’s Data Use Network and board member of the Data Use Network at AERA. Kristin also has extensive experience in delivering professionalization courses for school leaders with regard to data use and school development.
In the past, she worked on a European project that developed a training curriculum with the aim of enhancing leadership capacity for data-informed school improvement. Currently, she is involved in two European projects, one on the topic of learning networks, and one that focuses on formative assessment. Teacher judgment, data use, equity, quality care and school policy are the main topics of both her research and teaching.
Board Member -Trista Hollweck
Trista Hollweck, PhD, is a Part-Time Professor in the Faculty of Education at the University of Ottawa in Ontario, Canada. Her doctoral research examines mentoring and coaching as professional learning within teacher induction. She teaches courses on curriculum, instruction and assessment, building safe & supportive learning environments, and supports teacher candidates from the Urban Communities Cohort during Practicum. Trista continues to work as an education consultant for the Western Quebec School Board, coordinating the Teacher Induction Program (TIP), which focuses on professional growth, mentoring and coaching fellowships, and teacher evaluation. She has been a secondary teacher, teacher trainer, and secondary school administrator. Trista holds a Post Graduate Certificate of Education (PGCE) from the University of Edinburgh, Scotland, a B.A from McGill University in Montreal and an M.Ed from the Ontario Institute in the Study of Education at the University of Toronto.
Early Career Representative – Hannah Bijlsma
Drs. Hannah Bijlsma graduated from the academic teacher training program and after that, she obtained two Master degrees from the University of Groningen. Currently, she works as a researcher (PhD student) at the Faculty of Behavioural, Management, and Social Sciences of the University of Twente and as a primary school teacher (grade 1). At the university, she works on an innovative, digital feedback system for teachers. Her research focuses on teacher effectiveness and the use of student feedback to improve teaching. Because of her knowledge of and interest in educational practice and science, and also because of her current positions as a teacher and researcher, she can make a smooth link between those two worlds. In her daily work, Hannah is always looking for ways to improve education. This applies first and foremost to her own teaching practice, in which she is always focused on questions such as: ‘how do I make my teaching even more effective’, and ‘how can I connect with my students even better’? In her school team, she continuously considers how to improve lessons together. Being a researcher and a teacher results in a dynamic and challenging life, in which she experiences the added value of both working situations. In 2016, she founded a professional association for academic primary school teachers in which the fulfils the function as chairman of the board.