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-elect 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".
Contact information: Kim Schildkamp, University of Twente, ELAN, P.O. Box 217, 7500 AE Enschede, The Netherlands. Email: firstname.lastname@example.org, phone: 0031-53 489 4203
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.
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 hasco-edited one book in this area, Networks for Learning: Effective Collaboration for Teacher, School and System Improvement(Routledge,2018); is co-editorof the Emerald'sProfessional Learning Networks Book Series(and has also contributed one book to this series); and is co-founder and co-convenerof theICSEI'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 authoredfivebooks, 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.
Pierre Tulowitzki is a junior professor at the Ludwigsburg University of Education in Germany. He is the director of the Department of International Educational Leadership and Management as well as the German Director of the International Education Management Program (www.inema-master.com), an international masters program that is coordinated in collaboration with the Helwan University, Egypt. 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 as a reviewer in several journals (for example the Journal of Educational Administration and the International Journal of Educational Management) as well as a reviewer for numerous conferences (for example ECER, AERA Annual Meeting, ICSEI).
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 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.
Sheridan is the Executive Director of the International Congress for School Effectiveness and Improvement. She is passionate about making a difference in the lives of families, children and individuals through delivering strategic redirection, policy reform and high quality services.
She has held academic positions lecturing in business management and public policy at several Australian universities and has been Associate Professor of Management at a university in China. She is regularly invited to speak at conferences and forums.
Sheridan is a non-executive Director of Royal Far West, was a founding Director of the Australian Council for New Urbanism, and has been a Director of an international aid agency.
She has degrees in Arts and Law, a Post Graduate Diploma of Criminology and a Masters of Administration.
Doris McWhorter is the former Director of the Education Research and Evaluation Strategy Branch of the Ontario Ministry of Education where she was responsible for leading the ministry's research and evaluation strategy, the Brian Fleming Research Library and Records Management for the Learning Ministries. Doris has a longstanding commitment to research partnerships and the mobilization of quality evidence to improve school and system effectiveness. As an educator, school district Research Officer and MISA (Managing Information for Student Achievement) Leader, Doris was instrumental in building capacity for data management and evidence use among classroom teachers, school and system leaders. She has championed research capacity building, knowledge mobilization and collaborative partnerships between education researchers and practitioners across Ontario as past Co-Chair of the Ontario Education Research Panel (OERP), Past President of the Association of Educational Researchers of Ontario (AERO) and Co-Chair of the 2017 International Congress for School Effectiveness and Improvement. Doris has extensive experience as an organizer, facilitator and presenter at provincial, national and international education research conferences, including the annual Ontario Education Research Symposium (OERS).
Prior to her career in education, Doris worked nationally and internationally as a consultant in human service training, advocacy and program evaluation, with a special emphasis on individuals with developmental disabilities.