Stephen Anderson, Acting Director

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 Kenya.

Recent 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.

Nina Bascia

Nina Bascia 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).

Michael Fullan

Michael 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.

His 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 Council
• The Moral Imperative of School Leadership, 2003
• Leadership and Sustainability: System Thinkers in Action, 2005

To find out more about Michael Fullan, visit his website at

Lynne Hannay

Lynne 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 change strategies.

Clay Lafleur


Ben Levin

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

Ken Leithwood

Ken 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).

Some of his other books include:
Understanding Schools As Intelligent Systems (JAI Press, 2000)
Changing Leadership For Changing Times (Open University Press, 1999)
Organizational Learning In Schools (Swets Publishers, 1999)
Expert Problem Solving: Evidence From School And District Leaders (SUNY Press, 1995)
Effective School District Leadership (Suny Press, 1995)
Making Schools Smarter (Corwin Press, 1995)

Recently, 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

Dr. 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.

Wayne Seller


Lorna Earl

Dr. 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.

Lorna 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.

Andy Hargreaves

Andy 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
Teaching In The Knowledge Society: Education In The Age Of Insecurity
Learning to Change: Teaching Beyond Subjects and Standards (with Lorna Earl, Shawn Moore and Susan Manning).

Andy 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.

For more information about Andy Hargreaves, visit his web site


Doris Jantzi
Shawn Moore
Nancy Watson

Sonia Ben Jaafar
Carol Brayman
Leanne Foster
Sharon Gaydos
Samina Jamal
Charryn McElheron-Hopkins
Jing-Ping Sun

Jeroen Imants, University of Nijmegen




Ontario Institute for Studies in Education
of the University of Toronto