President – Kim Schildkamp
Dr. Kim Schildkamp is an associate professor in the Faculty of Behavioural, Management, and Social Sciences of the University of Twente. Kim’s international research has focused on different ways to improve teaching and learning. In particular Kim’s research, in the Netherlands but also in other countries, focuses on different forms of data use at different levels of the system: The use of formal data (e.g., data-based decision making), the use of informal data (e.g., Assessment for Learning), the use of research results (e.g., research-informed teaching practice), and the use of big data in education.
A lot of her work focuses on supporting school leaders and teachers in the use of data for professional development and school improvement purposes. Kim believes that researchers cannot work in isolation from practitioners and policymakers. Practitioners and policy makers cannot base their decisions solely on hunches, intuition and past experience, but need to be informed by data and research.
Kim has been invited as a guest lecturer and keynote speaker at several conferences and universities, including AERA (American Educational Research Association), the University of Pretoria in South Africa, and the University of Auckland in New Zealand. She has won awards for her work, she developed the datateam procedure (winner of the 2016 EAPRIL best research-practice award), and she has published widely on the use of data in education. For example, she is editor of the book “Data-based decision making in education: Challenges and opportunities”, published by Springer.
She has been the chair of the AERA Division H international relations committee, and she is a member of the leadership team of the AERA SIG Data-Driven Decision Making. Kim is the current president of ICSEI (International Congress on School Effectiveness and Improvement). Kim became an ICSEI member in 2004, and has been very much involved with this community ever since.
She has been an ICSEI Board Member (2011-2016), Network Coordinator (2013-2016), and she is the founder and chair of the ICSEI Data Use Network (2010-current). Furthermore, she has been involved in organizing ICSEI pre-conferences, post-conference sessions, and sessions for graduate students. She believes that: “Together we can work on improving the quality of teaching and learning, which I believe lies at the heart of ICSEI through improving education for all children everywhere”.
Past President – Andy Hargreaves
ICSEI Past President, Andy Hargreaves, is the Brennan Chair in the Lynch School of Education at Boston College. Before that, he was the co-founder and co-Director of the International Centre for Educational Change at the Ontario Institute for Studies in Education.
Andy has authored or edited over 30 books. Several of these have achieved outstanding writing awards from the American Educational Research Association, the American Libraries Association, and the American Association of Colleges for Teacher Education. Professional Capital: Transforming Teaching in Every School (with Michael Fullan, 2012), received three prizes including the Grawemeyer Award in Education for an inspirational idea most likely to have a worldwide impact. Other recent books include Uplifting Leadership (with Alan Boyle and Alma Harris), 2014; and The Global Fourth Way (with Dennis Shirley), 2012.
President Elect – 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.
Treasurer – 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 – Carol Campbell
Dr Carol Campbell – Associate Professor, Leadership, Higher and Adult Education , OISE, University of Toronto
Dr. Carol Campbell is Associate Professor of Leadership and Educational Change at OISE, University of Toronto. She is also Director of the Knowledge Network for Applied Education Research (KNAER-RECRAE), a tripartite partnership between the Ontario Ministry of Education, University of Toronto and Western University to advance the mobilization and application of research for educational practice in Ontario.
Carol is well-known for her commitment to connecting research to policy and practice for educational improvement. From 2005 – 2010, Carol worked for the Ontario Ministry of Education, where she was Senior Executive Officer for The Literacy and Numeracy Secretariat, was appointed Ontario’s first Chief Research Officer for Education, and became the founding Director of the Education Research & Evaluation Strategy Branch. Carol has international experience also. In the United States, she was Executive Director of the Stanford Center for Opportunity Policy in Education, Stanford University. In the United Kingdom, she worked as an advisor at school district and government levels and was an academic at the Institute of Education, University of London. Originally from Scotland, Carol completed her Ph.D. at the University of Strathclyde.
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 – 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.
Student Representative -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.