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2015 Presenters
  
 

Jon Andrews is currently the Executive Director of Teaching and Learning at St Paul’s School Brisbane. He has previously occupied roles as Head of Department, Lead Teacher, Assistant Head (Curriculum, Professional Learning and Coaching). He is committed to improving outcomes for all students by developing capacity in teachers to lead quality pedagogy and learning. Jon has worked in state and independent education in the UK and Australia for 18 years. His roles have largely been focused on learning design and innovation and teacher/leader development and coaching

  

Aspa Baroutsis is a Postdoctoral Research Fellow at the School of Education at The University of Queensland. Her current research focuses on the equity of accountability practices in education systems, exploring the notion of ‘rich’ and reciprocal accountabilities in regional and disadvantaged communities. Concurrent with this research is another project that investigates socially just practices in alternative schools and their applications to the mainstream schooling. These projects are integrated with Aspa’s interest in media and public discourses about teachers and schools.

 
  
 

Katrina Barker received her PhD in Education from the University of Western Sydney in 2007. Since 2003 she has taught postgraduate students in Educational Psychology across the primary and secondary programs and coordinates the research methods and design unit for the Honours students. Katrina's research focus links well to her teaching as it relates to student motivation, self-concept, classroom management and school retention. Most of her research employs sophisticated quantitative analyses. Prior to being employed at UWS, Katrina completed a teaching degree and worked as a primary school teacher. 

  

Nathan Beveridge is an education hacker (read: teacher who doesn't accept teaching and learning have to be the way they have always been) who has spent the past five and half years working at one of Brisbane's leading independent girls' schools. During this time he has engaged students in innovative and award winning activities involving robotics, quadcopters, electronics, 3D printing, Minecraft and bananas (sometimes at the same time!). Nathan’s two major areas of interest are the applications of system theory to the development of teachers’ TPACK through tinkering, experimentation and repurposing, and examining the interplay of new paradigms in social cognitive theory presented via use of social and user generated media particularly in open ended extra-curricular STEM projects.

 
  

Derek Bland is a Senior Lecturer in the Faculty of Education at QUT. His focus as a researcher and practitioner is the intersection of low socio-economic status and education. Building on his practical experience, he currently teaches undergraduate and post graduate courses in inclusive education, coordinating a 4th Year core unit and two school/university projects improving educational outcomes for “at-risk” groups. First joining QUT in 1991, he established the Q-Step Program, a special entry and student support initiative of the university to assist people from socio-economically disadvantaged backgrounds. Prior to this, Derek taught secondary art and worked with the Disadvantaged Schools Program as a regional coordinator in Victoria.  
  

Paul Browning was appointed in 1999 as the founding principal of Burgmann Anglican School in the ACT; a Pre-school to Year 12. In 2008, Paul moved to Queensland where he commenced as Headmaster of St Paul’s School. He led St Paul’s through a major restructure to create a unique middle management model designed to coach and develop teachers in key 21st century pedagogies.  Paul is passionate about creativity and innovation in learning; a passion that led to the opening of the School’s Centre for Research, Innovation and Future Development. Paul believes that trust is the fundamental resource for successful leadership and a healthy school culture. He is the author of Compelling Leadership: The importance of trust and how to get it”.

 
  
 

Bruce Burnett is an Associate Professor in the Faculty of Education at QUT. He is co-director (with A/Prof Jo Lampert) of the National Exceptional Teachers for Disadvantaged Schools (NETDS). Bruce’s teaching and research interests are situated in the area of sociology of education with a particular interest in ‘Work Integrated Learning’ and targeted teacher education placements in the low SES schooling sector. Bruce and Jo are currently Lead Chief Investigators on an ARC Linkage project with DETE QLD: Exceptional teachers for disadvantaged schools: A longitudinal study of graduates at work in low socio-economic status schools. Their co-edited book ‘Teacher Education for High Poverty Schools’ will be published by Springer Press in 2015. 

  

Ashleigh Catanzariti is an Assistant Principal at Merrylands East Public School, an innovative NSW government school in Sydney’s South West. She has been involved in leading many of the transformations including the implementation of the core pedagogies including Play Based Learning, Project Based Learning and Passion Based Learning.  Ashleigh was previously a Technology mentor, assisting teachers in moving beyond integrating technology to embedding it into everyday practice alongside the necessary 21st Century skills students need to be successful. Ashleigh has presented at many conferences in Australia and Overseas including the International Society for Technology Education Conference in San Antonio, USA. She encourages teachers to rethink their pedagogy to suit the digital age and use technology to develop creative, innovative and adaptive learners, displaying high-level problem solving and communication skills.

 
  

Kathy Cologon is a Senior Lecturer at the Institute of Early Childhood, Macquarie University. Her research focuses on the development of effective approaches to supporting inclusive education and social inclusion with a view towards greater recognition of the rights of all children. Kathy’s book “Inclusive education in the early years: Right from the start” was published by Oxford University Press in 2014. She is a Chief Investigator (with A/Prof Linda Graham & Prof Sue Walker) on a longitudinal study funded by the Financial Markets Foundation for Children (FMF4C-2013) which is tracking 250 QLD prep children through the early years of school.
  

Deb Cox is Principal of Nundah State School (2012-) and formerly Principal of Stanthorpe State School (2000-2011). She is a committed curriculum leader and uses Glasser’s Choice Theory as a way to frame the relational work of the school. At Nundah SS, Deb is leading the staff in implementing Reading to Learn and Learning to Read pedagogies, through collegial coaching and mentoring. During her principalship at Stanthorpe SS, Deb led several innovative projects to involve students in real life design work, and staff in multi-literacies pedagogies action research. Deb’s presentation will describe how these projects came together with the State School of Tomorrow program for students to design their own learning spaces.

  

 

Solange Cruz is a primary school teacher at Merrylands East Public School (MEPS) in NSW. She brings 15 years of experience teaching students from Kindergarten to Year 6. Solange is also a trained Reading Recovery teacher. In the past three years, she has been actively involved in the implementation of student-centred programs for Stage 3 students at MEPS. These programs have included Project-based Learning and Genius Hour. Solange is passionate about inquiry-based learning with a strong focus on student engagement. She is a member of the innovative MEPS team that oversees the Social Ventures Australia Powerhouse Schools project.

  

Michelle Cubis is currently the Deputy Principal at Morayfield State School and President of BETA (The Beginning and Establishing Teacher’s Association).  Michelle is a regional classroom profiling trainer, Essential Skills for Classroom Management facilitator and cognitive coach.  She has specialised in the area of student behaviour for over ten years and has worked as a behaviour consultant both here in Queensland and in the Middle East for a number of years.  She has managed alternative education programs, catering to both teenage boys and girls, but has a particular passion for creating programs that focus primarily on the needs of disengaged, primary-aged boys.  

 
  

Jacques du Toit is Head of Humanities at Riverside Christian College, a P-12 independent school in Maryborough QLD. In 2014 he presented on the use of Evernote in Education at the 2014 EduTECH TeachMeet sessions, ran a workshop at the CSA Queensland Conference and became a Google Certified teacher in Sydney. Over the past six months he has hosted a number of TeachMeets and Google Educator Events in the Fraser Coast, and is focused on creating a network for teachers to connect and collaborate. In 2015 he is co-presenting at EduTECH on ‘Making STEM History’. Jacques firmly believes in allowing ‘student voice’ to direct learning and connecting students with the global world. He connects with educators through Twitter @jdtriver.

  

John Goh is currently the principal of Merrylands East Public School with an enrolment of 370 students (90% NESB including 10% refugee background). John’s dynamic and innovative staff are part of the Social Ventures Australia Powerhouse Schools Program. Together, they have a passion for the use of technology in learning and student engagement. In recent years, John’s school has achieved the United Nations Association of Australia World Environment Day Award for their sustainability programs and infrastructure, and the NSW Director General’s School Achievement. In 2012, John was a finalist for the Pride of Australia award. In 2014, John received a Harvard Club Teachers Mutual Bank Public Education foundation scholarship to study at Harvard Graduate School Of Education.

  

 

Linda Graham is Principal Research Fellow in the Faculty of Education, Queensland University of Technology (QUT). She is the Lead Chief Investigator of two longitudinal research projects focusing on disruptive behaviour. One examines the experiences of students enrolled in NSW government “behaviour” schools (Australian Research Council DP110103093), and another is tracking the language, learning, experiences, relationships, attitudes and behaviour of 250 QLD prep children through the early years of school (Financial Markets Foundation for Children FMF4C-2013). In 2014, she was elected Editor of the Australian Educational Researcher (AER) and serves as a member of the Australian Association for Research in Education (AARE) Executive Committee. 

  
Jo Lampert is an Associate Professor in the School of Learning & Professional Studies, Faculty of Education, QUT. She co-directs the National Exceptional Teachers for Disadvantaged Schools (NETDS) Program (with A/Prof Bruce Burnett) which is now offered at 7 universities around the country. Jo has a long history of teaching, publication and research in social justice education. Jo and Bruce are currently leading an ARC Linkage project with DETE QLD: Exceptional teachers for disadvantaged schools: A longitudinal study of graduates at work in low socio-economic status schools. Their co-edited book ‘Teacher Education for High Poverty Schools’ will be published by Springer Press in 2015. 

  

 

Glenda McGregor is a Senior Lecturer in the School of Education and Professional Studies at Griffith University, Brisbane, where she is Director of the Graduate Diploma of Education (Secondary) program. Her research interests include sociology of youth, alternative schools, pedagogy and curriculum and, social justice and education. She is currently working on two major research projects on alternative and democratic models of schooling funded by the Australian Research Council. Her recent book co-authored with Martin Mills is Re-engaging Young People in Education: Learning from alternative schools, published by Routledge. 
  
Henrietta Miller is an experienced primary school teacher, Adobe Education Leader and TeachMeet Australia founder member. She regularly speaks at conferences and workshops on the ways she implements technology into her classroom. She has blogged personally and with her class for several years. In 2014 she was awarded an NGS traveling scholarship. She visited schools in New Zealand to see how they use technologies to increase student writing outcomes. Further information about Henrietta and her use of technology in her classroom can be found at http://www.classroomchronicles.net . Her shared class blog can be found at http://year6rc.edublogs.org

  

Kathy Mills is an ARC Discovery Early Career Research Fellow in the Faculty of Education at QUT. Her research of language and cultural studies develops educational models for multimodal and digital literacy in relation to power, race, and economic disadvantage. Her most cited work is: A Review of the Digital Turn in the New Literacy Studies, published in the Review of Educational Research (ISI Ranked 1/129 in Education Research, IF: 5.0, 2014), her book, The Multiliteracies Classroom (2011), was nominated for an international award. She is an Associate Editor of the Australian Educational Researcher, serves on the editorial review boards for the Journal of Literacy Research, the Australian Journal of Language and Literacy, and The Reading Teacher.

  

Martin Mills is a Research Professor in the School of Education at The University of Queensland, Australia. His research interests include social justice and education, alternative schooling, gender and education, school reform and new pedagogies. He is President of the Australian Association for Research in Education (AARE) and holds a Visiting Professorship at Kings College London. He is currently working on three ARC funded projects looking at issues of alternative schooling and disengagement from schooling. Martin’s most recent book (with Glenda McGregor) is Re-engaging young people in education: learning from alternative schools (Routledge, 2014).

  

Geoff Munns researches into ways to improve student engagement and educational outcomes for educationally disadvantaged students, including those from Indigenous backgrounds. Before working at the University of Western Sydney, Geoff had 25 years' experience in schools serving poor communities as a classroom teacher, school executive and principal. As a university researcher he has continued this strongly focused commitment to making schools and classrooms more engaging and productive for poor students.
  

Robyn Stegman is a Pedagogy Coach at Morayfield State School in Queensland. She has 25 years’ experience as a primary school educator. Robyn is a First Steps facilitator in Reading, a Cognitive Coach and classroom profiler. For the last five years Robyn has supported classroom teachers in making pedagogical shifts in practice which promote student engagement. Robyn regards reflective practice through coaching, classroom profiling and instructional rounds as instrumental in creating the pedagogical shift required to deliver an engaging curriculum and develop a supportive school environment. 

  

Jennifer Stuart is an Engagement Coach at Morayfield State School.   She is an experienced classroom teacher and has taught in disadvantaged state schools in Queensland and in the Catholic Education system in the Northern Territory.  Currently she is trialling an alternative education program for disengaged middle school students through a project based curriculum.  Jennifer also supports whole staff through the management of classroom profiling and behavioural supports for identified students.

  

Naomi Sweller is a Senior Lecturer in the Department of Psychology, Macquarie University. Her research interests focus on cognitive development, primarily with children in the prior to school and early primary school years. Her main areas of research involve the use of gesture as an instructional and communicative tool, as well as concept learning by preschool-aged children. In addition, she is a Chief Investigator (with Drs Marianne Fenech and Sheila Degotardi) on an ARC Linkage project examining parents' perspectives on quality in early childhood education and care, specifically in regards to how such perspectives contribute to childcare choice.​

  

Kitty te Riele is Principal Research Fellow in the Victoria Institute for Education, Diversity and Lifelong Learning, at Victoria University. She researches educational practice for marginalised young people, with a particular focus on flexible education initiatives. Kitty works with Martin Mills, Glenda McGregor and Deb Hayes on the ARC DP School retention through alternative schooling: Towards a socially just approach to education. Results from her national project on flexible learning programs can be accessed at the Dusseldorp Forum website: <dusseldorp.org.au/priorities/alternative-learning/jigsaw> Kitty’s books include the edited collection Making Schools Different: Alternative Approaches to Educating Young People (SAGE, 2009) and Ethics and Education Research (co-authored with Rachel Brooks and Meg Maguire, SAGE, 2014).

  

Penny Van Bergen is a Senior Lecturer in Educational Psychology in the School of Education, Macquarie University. Her research focuses on the development of children's autobiographical memories and on the implications of these memories for emotion and self development. Her projects include examinations of: (i) school children's recall of salient emotional events, such as schoolyard conflicts; (ii) the ways in which children's socio-emotional skills, such as emotion understanding and perspective-taking ability, interact with memory systems; and (iii) the ways in which parent- and teacher-talk foster specific styles of remembering the past.

  

Sue Walker is a Professor in the School of Early Childhood, Faculty of Education, QUT and a Researcher within the Children and Youth Research Centre at the Queensland University of Technology. Dr Walker is also a senior researcher with the Excellence in Research in Early Years Education Collaborative Research Network (EREYE CRN) with Charles Sturt University and Monash University and a key researcher in the Cooperative Research Centre (CRC) for Living with Autism Spectrum Disorders. Her teaching and research interests include epistemic beliefs and teachers’ practice; early childhood social development; child outcomes in relation to inclusive early childhood education programs; early intervention and the transition to school. She is a Chief Investigator (with A/Prof Linda Graham & Dr Kathy Cologon) on a longitudinal study funded by the Financial Markets Foundation for Children (FMF4C-2013) which is tracking 250 QLD prep children through the early years of school.

  

Amanda Wicks’ commitment to education is driven by her interest in improving learning for students living in a deficit model. Amanda is a certified facilitator of Ruby Payne’s Framework for Understanding Poverty. As Deputy Principal at Morayfield State School, she embeds her skills as a First Steps in Reading facilitator, a Cognitive Coach and Classroom Profiler to develop effective pedagogical practice and engagement of students in the curriculum.  In various roles beyond school, Amanda has also been responsible for the implementation of Professional Standards for Teachers and Education Queensland’s induction strategy for beginning teachers. Amanda is especially passionate about the health and personal development of young people, and is a Board Member of Clear Thinking.

 

Jill Willis is a Senior Lecturer in the Faculty of Education at QUT. Her teaching and research interests focus on understanding ways that teachers and leaders create physical, virtual and pedagogic-relational spaces that enable collective agency. Together with Dr Derek Bland and Dr Hilary Hughes, she researched how BER libraries had impacted on pedagogy, drawing on the views of leaders, teachers, teacher librarians and students in 9 Queensland schools. The findings include recommendations as well as student videos and drawings reimaginingspaces.education.qut.edu.au that can enhance the potential for student engagement.