Keynote Speakers

January 6, 2022

Louise Hayward is Professor of Educational Assessment and Innovation at University of Glasgow and is an Honorary Professor at the University of Wales Trinity Saint David. She was a member of the internationally-renowned Assessment Reform Group and has published widely on assessment and processes of change. Originally a teacher, Louise is committed to working with policymakers, practitioners and researchers to co-construct better assessment policy and practice. In 2018, Louise founded the International Educational Assessment Network, a group of researchers and policymakers from 12 nations who collaborate to tackle some of the more intransigent assessment challenges.  Recently, Louise has been working with UWTSD, the Welsh Government and Practitioners in Wales to design Progression in Learning as a key component of the new Curriculum for Wales. Louise works with OECD on the Learning 2030 programme and UNESCO on Assessment in STEM education. She currently chairs the Independent Assessment Commission (funded by the NEU) to review  Assessment and Qualifications in England, is a member of the NCCA’s International Expert Panel in Ireland and of the Expert Panel to inform the Muir Review post the OECD report on Scottish Education.

Keynote Session Description
Assessment: Villain or Hero?  The choice is ours.

Assessment is powerful.  It is a major driver of policy and practice in educational systems internationally. It is also a topic of public interest. Newspapers and television find much of concern – and sometimes mischief- in assessment evidence.  Yet, despite its ability to improve educational experiences and education systems, assessment is often the Cinderella of education, approached with suspicion and marginalised in the curriculum, pedagogy and systems change party.   

This interactive presentation will begin by exploring participants’ perceptions of assessment in countries internationally.  It will then reflect on evidence about the potential for assessment systems to drive educational equity or exacerbate inequality, enhance quality in learning or drive reductive practices, to promote sustainable change or, like the myth of Sisyphus, condemn education innovation into endless cycles of reform: going back to the future. 

Finally, the presentation will identify examples from the International Educational Assessment Network (https://www.iean.network/) where researchers, policy makers and practitioners 12 nations/states are addressing the assessment challenge of transforming assessment systems into learning systems. 

January 10, 2022

Phillip Hallinger is Professor of Management at Mahidol University (Thailand) and Distinguished Visiting Professor in the Department of Educational Leadership and Management in the University of Johannesburg (South Africa). He is well-known for his research on principal instructional leadership and school change with over 190 Scopus-indexed publications spanning five decades. Dr. Hallinger authored the Principal Instructional Management Rating Scale which has been translated into more than 30 languages and used in more than 800 studies worldwide. In 2014 Professor Hallinger received the Roald F. Campbell Award for Distinguished Lifetime Achievement from the University Council for Educational Administration and in 2012 the Excellence in Research Award from the American Educational Research Association. He most recently was awarded an A-1 rating from the National Research Council in South Africa signifying the highest level of scholarship as well as international impact and recognition. Professor Hallinger has co-edited two special issues of School Effectiveness and School Improvement (1994 and 2012), and published 11 articles in ICSEI’s flagship journal. This is his third keynote at an ICSEI conference

Keynote Session Description

Leading Teacher Learning for Student Success: Findings from Empirical Studies in Asia

Interest in how school leaders can motivate and support the professional learning of teachers can be traced back at least five decades. However, it is only in the past decade that scholars in East Asia have assumed the challenge of examining how school leaders in this part of the world contribute toward building professionally rich learning environments for teachers. The impetus for this research comes from recognition that the continuous professional learning of teachers is an essential building block for education reform. This conclusion found a receptive audience among scholars in some East Asian societies where professional learning has long been viewed as a fundamental requirement for teachers. This presentation will examine findings from empirical studies of leadership and teacher learning in Asia with the aim of identifying practices that have been deemed effective across multiple societies. The presentation will highlight research challenges that have emerged from this body of research and the implications for scholars throughout the world.

January 11, 2022

Karen Pittman

Having made a career of starting organizations and initiatives that promote youth development, Karen Pittman is a partner at KP Catalysts and the co-founder and former CEO of the Forum for Youth Investment.

A sociologist and recognized leader in youth development, Karen started her career at the Urban Institute, conducting studies on social services for children and families. She later moved to the Children’s Defense Fund, launching its adolescent pregnancy prevention initiatives and helping to create its adolescent policy agenda. In 1990 she became a vice president at the Academy for Educational Development, where she founded and directed the Center for Youth Development and Policy Research and its spin-off, the National Training Institute for Community Youth Work. 

Karen has written three books and dozens of articles on youth issues, and was a regular columnist in the youth development newspaper, Youth Today. She is also a respected public speaker and has served on numerous boards and panels, including those of the Kauffman Foundation, the Educational Testing Service, YouthBuild and the National Center for Children in Poverty. She currently sits on the Turnaround for Children board and is a member of the leadership of the Science of Learning and Development Alliance. Karen also served on The Aspen Institute’s National Commission on Social, Emotional, and Academic Development, a national effort to unite leaders to re-envision what constitutes success in our schools.

Karen has been honored with the National Commission for African American Education Augustus F. Hawkins Service Award (2002), the American Youth Policy Forum Decade of Service Award for Sustained Visionary Leadership in Advancing Youth Policy (2003), the Healthy Teen Network Sprit of Service Award (2007), The Non Profit Times’ Power & Influence Top 50 (2009) and was named one of the 25 most influential leaders in Afterschool by the National Afterschool Association. She also received the Lifetime Achievement Award from Partners for Livable Cities, joining previous awardees such as President William Clinton and Lady Bird Johnson.  

Keynote Session Description

Transformative Learning, Robust Equity, Youth Thriving: A Science-Informed Formula for Youth Success