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Helen is Executive Director at HM Education Consultancy Ltd and provides high quality training, coaching and consultancy support in a range of UK and international contexts. Her portfolio is underpinned by her experience as a teacher, school leader and national strategies consultant. Developing people is Helen’s strongest motivation and she is committed to investing in professional learning.
In her current role, Helen is a lead training consultant with Cambridge Assessment International Education and has worked with leaders and teachers across the world to develop their effectiveness. In addition, Helen works with other prestigious global organisations including ECIS (Educational Collaborative for International Schools) and High Performance Learning to transform schools and support improvement. She is an accredited practitioner coach with the European Coaching and Mentoring Council and works with school leaders and teachers, empowering them to lead change and secure impact.
In this keynote, Helen will discuss what it really means to have a powerful impact on learning. She will look at the shifts in thinking and practice that we need to make to evaluate our impact and to make a real difference for our learners.
Dr Liz Taylor is an experienced educator and teacher trainer. Until recently she was Senior Lecturer in Education at the Faculty of Education, University of Cambridge, UK. Liz has extensive experience in teaching and leading research-based initial teacher education and undergraduate courses. She also supervised MEd and PhD students and undertook research in geography education, textbooks and curriculum issues. Now she works internationally as an Education Consultant, writing and leading training, speaking at conferences and running workshops on topics such as active learning, assessment for learning, metacognition and understanding impact. Recently she has worked in Pakistan, China, Malaysia, the USA, India and Kazakhstan.
Teacher research is an excellent tool for evaluating impact and for teacher development. In this keynote, Liz will draw on her experience of training and supervising hundreds of teachers as they undertake research on their own teaching practice. She will consider the benefits and challenges of practitioner research for the teachers and schools involved in this exciting journey. How can a school research culture be encouraged and organised?
Dr Gerard Calnin is a Scholar-Practitioner with the Education University of Hong Kong (EdUHK) and was formerly a Research Fellow at The University of Melbourne. His current research interests are in school leadership, teacher evaluation and school effectiveness. Prior to working at EdUHK, Gerard held senior leadership roles in p-12 schooling and at the system/sectoral level; he was also an international research fellow in the USA and UK. He works with schools and school systems, and presents at conferences globally on a regular basis.
Evaluation has the power to support a school’s plans for improvement and improve student outcomes. But how can we make sure that the process is positive for all members of the community and supports improvement? Educational research provides guidelines for maximising these growth opportunities. This presentation examines these guidelines for the evaluation of schools and teachers.
Rob Coe joined Evidence Based Education in February 2019 from his role as Professor in the School of Education at Durham University. He is a co-author of the Education Endowment Foundation’s Teaching and Learning Toolkit, lead author of the Sutton Trust report What Makes Great Teaching? and a co-author of the Teacher Development Trust’s Developing Great Teaching report. He is a member of advisory groups for a wide range of educational organisations.
Rob’s research interests are wide-ranging and include: assessment, evaluation methodology; evidence-based education and the involvement of practitioners in research; school effectiveness and improvement, including the methodology of school effectiveness research; the use and effects of feedback.
Before embarking on an academic career, Rob was a teacher of mathematics, with experience in a range of secondary schools and colleges.
In this keynote, Rob will explore the often surprising insights that we can gain from research. He will discuss how we can develop an evidence-based approach to great teaching that is grounded in our own contexts, and how we really can become better teachers.
Standard registration (£435) until 24 November 2019
I thought the conference was excellent, and the presenters provided a lot of good information, based on the latest research.