Over a half-million students in over 70 economies participated in the most recent round of the Program for International Student Assessment (PISA). Details of these results will be presented by the Organization for Economic Cooperation and Development (OECD), with discussion of implications for US and other schools.
Director for Education and Skills, OECD
Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris.
As a key member of the OECD Senior Management team, Mr. Schleicher supports the Secretary-General?s strategy to produce analysis and policy advice that advances economic growth and social progress. He promotes the work of the Directorate for Education and Skills on a global stage and fosters co-operation both within and outside the OECD. In addition to policy and country reviews, the work of the Directorate includes the Programme for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems (INES).
Before joining the OECD, Mr. Schleicher was Director for Analysis at the International Association for Educational Achievement (IEA). He studied Physics in Germany and received a degree in Mathematics and Statistics in Australia. He is the recipient of numerous honours and awards, including the ?Theodor Heuss? prize, awarded in the name of the first president of the Federal Republic of Germany for ?exemplary democratic engagement?. He holds an honorary Professorship at the University of Heidelberg. A German citizen, Andreas is married, with three children. He speaks German, English, Italian and French.
Scaling-Up Promising Reforms
Dr. Vivian Tseng of the W.T. Grant Foundation will lead a keynote session examining efforts to scale up reforms from idea to several schools, from several schools to dozens, and from substantial numbers of schools to hundreds or thousands of schools. In a series of related sessions, we will include Multi-year Results from Ideas in Innovation (I3) Grants. These sessions will include presentations by developers of reforms that have been awarded $30-$50 million dollars from the U.S Department of Education. Efforts at scaling up Cooperative Learning, Knowledge is Power Program (KIPP), Success for All, Teach for America and other programs will be presented alongside 4th year external evaluations of the programs? effects.
Vivian Tseng is the vice president, program, at the William T. Grant Foundation, leading the Foundation?s grantmaking and spearheading its initiatives on increasing understanding of the use of research in policy and practice and improving research-practice connections. Since joining the Foundation in 2004, she has served in multiple capacities, most recently as senior program officer. Dr. Tseng has a deep interest in mentoring young researchers and is committed to strengthening the career pipeline for scholars of color. Thus, she also oversees the William T. Grant Scholars Program for promising early-career researchers and has significantly enhanced the program?s mentoring components.
Previously, Dr. Tseng was an assistant professor in psychology and Asian American studies at California State University, Northridge. She received her doctorate in community psychology, with a minor in quantitative methods and a concentration in developmental psychology, from New York University and her bachelor of arts in psychology, with a specialization in Asian American studies, from the University of California, Los Angeles. Her research has focused on understanding how immigration, race, and culture affect youth and their families.
Dr. Tseng has been published in Child Development, Journal of Marriage and the Family, American Journal of Community Psychology, Journal of Ethnic and Migration Studies, and the Handbooks of Parenting, Asian American Psychology, and 21st Century Education, among others. Her recent publications focus on evidence-based policy and practice and mentoring for young scholars.
Dr. Tom Good, University of Arizona, and Dr. Daniel Muijs, University of Southampton, will discuss what we and practitioners need to know.
Professor Good discusses what is know about teaching actions that consistently have been linked to student achievement across grade levels and subject matter areas. He not only provides information about teaching that increases achievement, but also notes that this information about good teaching has been known for a long time ( forgotten ) and some ( but not all) of it rediscovered over time. Based in part on the work of his previous book. written with Alyson Lavigne ( Teacher and Student Evaluation: Moving Beyond the Failures of School Reform--Routledge, 2013) and his Forthcoming book with Lavigne (Improving teaching through Observation and Feedback--Routledge, 2015) He explains why new projects like The Measures of Effective Teaching project ( supported by the Bill and Linda Gates Foundation) have not moved the study of teaching forward, in part, because of their ahistorical approaches.
Dr. Tom Good
Thomas l. Good (Ph.D., Indiana University ) is a professor and head in the Department of Educational Psychology at the University of Arizona. His previous appointments were at the University of Texas at Austin and the University of Missouri-Columbia. His policy interests include school choice and youth. His research interests include the communication of performance expectations in classroom settings and the analysis of effective instruction, especially in schools that serve children who reside in poverty. His work has been supported by numerous agencies, including the National Science Foundation and the National Institute of Mental Health. He has been a Fulbright Fellow (Australia) and continues as long-term editor of the Elementary School Journal (published by the University of Chicago Press). He has published numerous books, including "Looking in Classrooms," coauthored with Jere Brophy. His books have been published in various languages including Chinese, German, Japanese, and Spanish.
Professor Daniel Muijs
Professor Daniel Muijs is Chair of Education at the University of Southhampton. Previously he worked at the University of Manchester as Chair of Pedagogy and Teacher Development at the University of Manchester, School of Education, as Chair of School Leadership and Management at the University of Newcastle and as senior at Warwick Institute of Education. He is an acknowledged expert in the field of Educational and Teacher Effectiveness and is co-editor of the journal School Effectiveness and School Improvement. He has published widely in the areas of educational effectiveness, leadership and research methods, and has conducted research for government agencies (DCSF, NCSL, QCA), Charitable Trusts (Gatsby) and Research Councils (ESRC).
School And System Effects Meta-Analyses leading toward High Reliability Reforms
Dr. Robert Marzano will present results from his meta-analyses of school- and system-level educational effects, driving toward his call for High Reliability Organization (HRO) structures in educational reform. He will be joined by international scholars working in reviews of educational effects from diverse perspectives. A follow-up session will examine the processes and decade-plus follow-up data from Neath Port Talbot Wales High Reliability Schools project and from a successful effort in Kentucky (USA) to use HRO principles to enhance transition between middle- and high-school years.
Robert J. Marzano
Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research Laboratory in Colorado. A leading researcher in education, he is a speaker, trainer, and author of more than 30 books and 150 articles.
Turning Around Low Performing Schools
If there is one imperative of the world?s research on educational effectiveness, it was put forward by the late Ron Edmonds a third of a century ago. We must improve schools that serve large numbers of less advantaged students. In the USA, such schools are often concentrated in urban areas. Perhaps no one has written more persuasively and done more to prepare school principals for the work of turning around historically low-performing schools than Dr. Dan Duke. He will present his research and related work. Commentaries will be provided by US and World scholars.
Dr. Dan Duke is a Professor of Leadership, Foundations and Policy in the Curry School of Education at the University of Virginia. After teaching high school social studies and serving as a secondary school administrator, he embarked on a career in higher education. For over three decades he has taught courses on educational leadership, organizational change, and school reform as well as conducting research on various aspects of public schools. After serving on the faculties of Lewis and Clark College and Stanford University, he came to the University of Virginia as Chair of Educational Leadership and Policy Studies. Duke founded and directed the Thomas Jefferson Center for Educational Design and helped establish the Darden-Curry Partnership for Leaders in Education (PLE), a unique enterprise involving the Curry School of Education and the Darden Graduate School of Business Administration. He served as Research Director for the PLE until 2010. A prolific writer, Duke has authored or co-authored 32 books and several hundred scholarly articles, monographs, chapters, and reports. His most recent books include THE CHALLENGES OF EDUCATIONAL CHANGE (2004), EDUCATION EMPIRE: THE EVOLUTION OF AN EXCELLENT SUBURBAN SCHOOL SYSTEM (2005), TEACHERS? GUIDE TO SCHOOL TURNAROUNDS (2007), THE LITTLE SCHOOL SYSTEM THAT COULD: TRANSFORMING A CITY SCHOOL DISTRICT (2008), DIFFERENTIATING SCHOOL LEADERSHIP (2010), and THE CHALLENGES OF SCHOOL DISTRICT LEADERSHIP (2010). A highly regarded consultant, Duke has worked with over 150 school systems, state agencies, foundations, and governments across the United States and abroad. Recently he helped develop the Texas Turnaround Leadership Academy and the Florida Turnaround Leaders Program. He has served as president of the University Council for Educational Administration and was chosen as Professor of the Year at the Curry School of Education.