Stephen Anderson is an Associate Professor at the Ontario Institute for Studies in Education (OISE), University of Toronto. His research
interests include the implementation of education policy and program
change, school improvement and teacher development, program evaluation,
and innovations in pre-service teacher education. His research and
consulting experiences are situated in Canada, the United States,
Africa (Kenya, Tanzania, Uganda), and Pakistan. Current and recent
research projects include a large-scale investigation of educational
leadership and its effects on teaching and learning in 9 states and
45 school districts across the United States, impact case studies
of school-university partnerships in Pakistan, case studies of school
district-level efforts to develop teacher capacity to improve student
learning in the United States, school district and parent surveys
regarding school choice policies in Ontario, and an evaluation of
a school district-wide elementary school improvement project in Mombasa
publications include a literature review on how leadership influences
student learning, a report on an investigation of district-wide improvement
in five high poverty school districts (Beyond Islands of Excellence:
What Districts Can Do to Improve Instruction and Achievement in All
Schools), an edited book on school improvement projects in East
Africa (School Improvement in the Developing World: Case Studies
of the Aga Khan Foundation Projects), and various articles on
innovations in pre-service teacher education at OISE.
is Professor in the Department of Theory & Policy Studies at the Ontario Institute for Studies in Education (OISE), University of Toronto. Her research interests include educational policy, school
reform and organizational studies, especially with respect to educators’
work and careers; teacher unions are a recurring focus of her work.
Her most recent publication is the International Handbook of Education
Policy, co-edited by Alister Cumming, Amanda Datnow, Kenneth Leithwood
and David Livingston (2005, Springer).
Fullan is the former Dean of OISE/UT. Recognized as an international
authority on educational reform, Michael is engaged in training, consulting,
and evaluating change projects around the world. His ideas for managing
change are used in many countries, and his books have been published
in many languages. Michael
Fullan led the evaluation team which conducted the four-year assessment
of the National Literacy and Numeracy Strategy in England from 1998-2003.
In April 2004 he was appointed Special Advisor to the Premier and
Minister of Education in Ontario.
widely acclaimed books include:
What’s Worth Fighting For trilogy (with Andy Hargreaves)
• Change Forces trilogy
• The New Meaning of Educational Change, 3rd Edition
• Leading in a Culture of Change which was awarded
the 2002 Book of the Year Award by the National Staff Development
• The Moral Imperative of School Leadership, 2003
• Leadership and Sustainability: System Thinkers in Action,
find out more about Michael Fullan, visit his website at www.michaelfullan.ca/
Hannay is a Professor and Interim Dean at the Faculty of Education,
Wilfred Laurier University. Her teaching, research, and field development
interests have focused on the school districts role in knowledge creation
and educational change and interactive staff development strategies
to facilitate both systemic and school-level change. She is actively
engaged with partners in schools and school districts in developing
Dr. Ben Levin is a Professor and Canada Research Chair in the Department of Theory and Policy Studies at the Ontario Institute of Studies in Education (OISE), University of Toronto. He has just completed two and a half years as Deputy Minister of Education for the Province of Ontario. He is a native of Winnipeg who holds a B.A. (Honours) from the University of Manitoba, an Ed.M from Harvard University and a Ph.D from OISE.
Ben's career in education extends over many years, starting with his efforts while in high school to organize a city-wide high school students' union and his election as a school trustee in Seven Oaks School Division at the age of 19. Since than he has worked with private research organizations, school divisions, provincial governments, and national and international agencies, as well as building an academic and research career, all in connection with education. He has held leadership positions in a wide variety of organizations in the public and non-profit sectors.
From 1999 until September, 2002, he was Deputy Minister of Advanced Education and Deputy Minister of Education, Training and Youth for Manitoba, with responsibility for public policy in all areas of education and training. Ben is widely known for his work in educational reform, educational change, educational policy and politics. His work has been international in scope, including projects in England, Iceland, Israel, east-central Europe and with OECD. His writings, examine broad areas of education policy. More information is available on his website at http://home.oise.utoronto.ca/~blevin/index.htm
Leithwood is Professor of Educational Leadership and Policy at the Ontario Institute for Studies in Education (OISE), University of Toronto.
His research and writing about school leadership, educational policy
and organizational change is widely known and respected by educators
throughout the English speaking world. Ken has published more than
70 referred journal articles, and authored or edited some two dozen
books. He is the senior editor of both the first and second International
Handbooks on Educational Leadership and Administration (Kluwer
Publishers, 1996, 2003).
of his other books include:
• Understanding Schools As Intelligent Systems (JAI
• Changing Leadership For Changing Times (Open
University Press, 1999)
• Organizational Learning In Schools (Swets
• Expert Problem Solving: Evidence From School
And District Leaders (SUNY Press, 1995)
• Effective School District Leadership (Suny
• Making Schools Smarter (Corwin Press, 1995)
Ken and his colleagues (Lorna Earl, Michael Fullan and Nancy Watson)
completed a four year, external evaluation of England’s National
Literacy and Numeracy Strategies. Along with Michael Fullan and Nancy
Watson, Ken also authored the recent Schools We Need report.
With colleagues at the University of Minnesota, he is currently conducting
a large-scale, five year project (funded by the Wallace Foundation)
aimed at better understanding the links between district and school
leadership and student learning.
Blair Mascall is Assistant Professor of Educational Administration
at the Ontario Institute for Studies in Education (OISE), University of Toronto. He has a master’s degree from the University of
London in England, and has worked in the UK, Europe and North America.
His research at OISE over the last five years has focused on the
challenge of implementing educational reform around the world. Projects
include work for the ministries of education in the United Kingdom,
New Zealand, and Ontario. He is currently working with Carol Rolheiser
and Michael Fullan on linking the work of school districts in Ontario
to the building of capacity within schools while implementing educational
change. He is also a principal investigator with Ken Leithwood and
Steve Anderson on the five year study of the impact of leadership
on student achievement in the United States.
Lorna Earl is Director, Aporia Consulting Ltd. and a recently retired
Associate Professor in the Theory and Policy Studies Department and
Head of the International Centre for Educational Change at OISE.
Her career has spanned research, policy and practice in school districts,
provincial government and academe. After 25 years as a Research Officer
and Research Director in school districts, she was the first Director
of Assessment for the Ontario Education Quality and Accountability
Office. From there she moved to OISE.
is a teacher and a researcher with a background in psychology and
education and a doctorate in Epidemiology and Biostatistics. She has
worked for over 20 years in schools and school boards and, as a leader
in the field of assessment and evaluation, has been involved in consultation,
research and staff development with teachers' organizations, ministries
of education, school boards and charitable foundations in Canada,
England, Australia, Europe and the United States.
Throughout her career, she has concentrated her efforts on policy
and program evaluations, as a vehicle to enhance learning for pupils
and for organizations. She has done extensive work in the areas of
literacy and the middle years but has concentrated her efforts on
issues related to evaluation of large-scale reform and assessment
(large-scale and classroom) in many venues around the world.
Hargreaves is the Thomas More Brennan Chair of Education in the Lynch
School of Education at Boston College. Before this he was the founder
and co-director of the International Centre for Educational Change
at OISE/UT. Until he moved to North America in 1987, Andy taught primary
school and lectured in several English universities, including Oxford.
Andy has held visiting professorships and fellowships in England,
Australia, Sweden, Spain, the United States, Hong Kong and Japan.
He is holder of the Canadian Education Association/Whitworth 2000
Award for outstanding contributions to educational research in Canada.
His book, Changing Teachers, Changing Times received the
1995 Outstanding Writing Award from the American Association of Colleges
for Teacher Education.
Among his other recent books are
In The Knowledge Society: Education In The Age Of Insecurity
to Change: Teaching Beyond Subjects and Standards (with Lorna
Earl, Shawn Moore and Susan Manning).
was the invited editor of the 1997 ASCD Yearbook, he initiated and
coordinated the editing of the International Handbook of Educational
Change (Kluwer 1998) and he is founding Editor-in-Chief of the
Journal of Educational Change (published by Kluwer). Andy’s
work has been translated extensively into more than a dozen languages.
His current research interests include the emotions of teaching and
leading and the sustainability of educational change and leadership.
more information about Andy Hargreaves, visit his web site http://www2.bc.edu/~hargrean/
OFFICERS AND ASSOCIATES
Sonia Ben Jaafar
Jeroen Imants, University of Nijmegen