Amy Park, Mentor at Galileo Educational Network
Designing for Innovation – July 5th
As a classroom teacher, Amy has a wealth of experience in both elementary and secondary settings in all core areas. During her time in the classroom, she thoughtfully designed learning tasks that engaged students in authentic and meaningful experiences. She was the recipient of both the Governor General’s Award for Excellence in Teaching and the Amgen Award for Science Teaching Excellence.
As a Galileo mentor, Amy has demonstrated how students from grades one through twelve become confident, self-directed learners when they are invited to do authentic intellectual work. Amy has presented these findings and those emerging from the ongoing research work of the Galileo Network, to interested stakeholders throughout Canada and internationally. Her educational interests and experiences are varied including work with early learning practitioners, elementary and secondary teachers, as well as pre-service teachers. Through her work as part of Galileo, Amy has engaged audiences with her passion for inquiry-based learning, effective assessment practices and technology infused learning environments.
Dr. Kenneth Zeichner, Boeing Professor of Teacher Education and Director of Teacher Education at University of Washington
Ken Zeichner is the Boeing Professor of Teacher Education and the Director of Teacher Education at the University of Washington, Seattle. He is a member of the National Academy of Education. Zeichner was co-chair of the Panel on Research in Teacher Education of the American Educational Research Association (AERA) and was Vice President of AERA’s division Teaching and Teacher Education from 1996-98. He was on the Board of Directors of the American Association of Colleges for Teacher Education (AACTE) and received the Margaret B. Lindsay award for Research in Teacher Education, a Lifetime Achievement Award, and the Award for Excellence Professional Writing three times from the AACTE. In 2010, he received the Legacy Award from AERA’s Division of Teaching and Teacher Education. Zeichner was a principal investigator in the National Center of Research on Teacher Learning from 1985-95 and was a lead researcher in the national study of Excellence in Teacher Education sponsored by the National Council for Teaching and America’s Future.
He has published and lectured widely on issues of teacher education in the U.S. and throughout the world and was a Fulbright Senior Specialist Scholar in Australia in 2004. His recent publications include “Teacher Education and the Struggle for Social Justice.” (Routledge, Morata), “Competition, Increased Surveillance and Attacks on Multiculturalism: Neo-liberalism and the Transformation of Teacher Education in the U.S.” (Teaching and Teacher Education), and “Rethinking the Connections Between Campus Courses and Field Experiences in University-Based Teacher Education” (Journal of Teacher Education).
Dr. Gloria Ladson-Billings, Kellner Family Chair in Urban Education, Department of Curriculum & Instruction at University of Wisconsin–Madison
Author of: The Dreamkeepers: Successful Teachers of African-American Children (1994); Beyond the Big House: African-American Educators on Teacher Education (2005); Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms (2001).
Gloria Ladson Billings is an advocate and scholar whose work has focused on culturally relevant pedagogy, a means of enfranchising diverse students in schools. Her academic areas of interest include educational anthropology, cultural studies, and critical race theory applications to education. She currently teaches Multicultural Perspectives in Education and Culturally Relevant Pedagogy. She holds a doctorate in Curriculum and Teacher Education from Stanford University.
Her work has won numerous scholarly awards including the Brock International Prize in Education from Oklahoma University, the Louise Baron Hilton Distinguished Visiting Chair from Iowa State University, the H. I. Romnes Faculty Fellowship, the National Academy of Education/Spencer Postdoctoral Fellowship, the Palmer O. Johnson outstanding research award, and several honorary degrees. During the 2003–2004 academic year, she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University.
Dr. Clelia Pineda Báez, Associate Professor, School of Education at Universidad
de La Sabana, Chía – Bogotá, Colombia
Clelia Pineda Báez has led research projects on issues related to student dropout and retention at the high school and tertiary education levels in her country. Her studies have examined the experiences of university students in retention programs, the conditions of indigenous students in Colombian public and private universities and the role that teachers play in fostering their academic and social integration. Clelia has been working with colleagues from Thompson Rivers University, as part of the ISPP group, in a cross-cultural study on school leaders in the two regions. She is part of a team in charge of the qualification of a high number of teachers in Bogotá, who are sponsored by the Secretary of Education, in a program that intends to develop their full potential and impact learning in public schools. She has also worked on projects aimed at designing and implementing support materials for the teaching English as a foreign language and for stimulating critical thinking.
Clelia is currently an Associate Professor in the School of Education at Universidad de La Sabana, Chía-Bogotá, Colombia. She was awarded a Fulbright scholarship to do advanced studies in the USA and holds a Ph.D. in Education and a M.A. in TEFL from Southern Illinois University at Carbondale. She has six books published in Spanish on the topics of student retention and EFL teaching and learning.
Her presentation deals with School leadership: Energizing the potential of principals and teachers in a Latin American context. Like many other countries in Latin America, Colombia has just begun implementing strategies for the selection and qualification of schools leaders. For a long time, the concept of leadership in the region has been associated to the administrative and managerial tasks performed by principals and coordinators in schools, overshadowing other forms of leadership that promote collaboration and shared responsibility. This conference focuses on the transformation of education leadership in Latin America, analyzes some of the challenges the region is still facing and describes the progress and difficulties in the implementation of a program sponsored by the Colombian government to empower teachers as leaders of social transformation. The presentation highlights the synergies between universities and public schools to better prepare teachers to respond to current social pressures.