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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.
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.
Dr Sue Brindley is a Senior Lecturer at Cambridge University and a visiting Professor of Education at Anglia Ruskin University. She taught for many years in the east end of London, and was a Headteacher in Walthamstow before moving into a university career. Sue was a lecturer at the Open University, where she developed PGCE and Higher Degree blended learning courses, and then a Professional Officer working at government level in curriculum and assessment policy. Whilst at Cambridge University, Sue initiated a highly successful blended learning suite of courses, an innovation at the Faculty, and now also co-ordinates Masters’ courses at the Institute of Continuing Education in Madingley Hall.
She works with the Judge Business School co-ordinating international programmes in Education, and with Cambridge Assessment International Education on specific projects. Sue researches teacher development and supervises a number of PhD students completing doctorates in the area. She initiated and now co-ordinates a school research network involving over 200 schools, nationally and internationally. She has recently completed projects in Delhi, Beijing and Denmark, and is currently completing a book on teacher research, knowledge, professionalism and identity.
Teacher research is an excellent tool for evaluating impact. But it also has an impact on the teachers themselves. In this keynote, Sue will draw on her work with over 250 research schools around the world to show how practitioner research has the power to re-energise teaching and learning, and to boost teacher morale and confidence.
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.
I thought the conference was excellent, and the presenters provided a lot of good information, based on the latest research.