Since 1966, Margaret Wheatley has worked globally in many different roles, as a speaker, teacher, community worker, consultant, advisor, formal leader. From these deep and varied experiences, she has developed the unshakable conviction that leaders must learn how to evoke people's inherent generosity, creativity, and need for community. As this world tears us apart, sane leadership on behalf of the human spirit is the only way forward. She is a best-selling author of nine books, from the classic Leadership and the New Science in 1992 to her newest book (June 2017) Who Do We Choose To Be? Facing Reality, Claiming Leadership, Restoring Sanity. She is co-founder and President of The Berkana Institute, a non-profit that supports emerging leaders and emerging ideas about how to organize in life-affirming ways. Berkana has worked in many countries, especially in the Global South; its newest work is to provide training and community for leaders from over 20 countries to take on the work of Warriors for the Human Spirit. She received her doctorate from Harvard University in 1979 in Administration, Planning and Social Policy. She continues to be honored for her ground-breaking work by many professional associations, universities and organizations. She was inducted into the Leadership Hall of Fame of the International Leadership Association in 2014, and the American Society for Training and Development dubbed her a 'living legend' when they honored her with their highest award for contributions to workplace development. See www.margaretwheatley.com for more information, videos and podcasts. More than 60 articles are available here as free downloads.
Santa J. Ono was installed as the 15th president and vice-chancellor of the University of British Columbia on November 22, 2016. His installation was, in many ways, a heartfelt homecoming – he was born in St. Paul’s Hospital in Vancouver in 1962, when his father was a professor at UBC. As a professor of medicine and biology, Ono has worked at Harvard, Johns Hopkins, University College London, and Emory universities. He was also inducted by Johns Hopkins into its Society of Scholars, which honours former faculty who have gained distinction in their fields. He has been inducted as a Fellow of the Royal Society of Chemistry, the Canadian Academy of Health Sciences, the American Association for the Advancement of Science and the National Academy of Inventors, USA. As a university administrator, Ono is also known for his vision beyond the laboratory. He was the first Asian-American president of the University of Cincinnati when he was appointed in 2012. Previously, he served as the University Provost and Senior Vice President for Academic Affairs. Prior to his recruitment to the University of Cincinnati, Ono was Senior Vice Provost and Deputy to the Provost at Emory University. Ono is deeply committed to diversity, and his achievements have been recognized by the American Council on Education with an award that honours individuals who have demonstrated leadership and commitment on a national level to the advancement of racial and ethnic minorities in higher education. He also received a Professional Achievement Award from the University of Chicago Alumni Association in 2017, an honour he shares with such luminaries as Carl Sagan, Ed Asner and Kurt Vonnegut. Dr. Ono serves as a member of the Board of Directors of Universities Canada (effective October 2018), a member of the Executive Committee of the U15 Group of Canadian Research Universities and Chairman of the Research Universities’ Council of British Columbia (RUCBC).
Dr. Kimberly A. Schonert-Reichl is an Applied Developmental Psychologist and a Professor in the Human Development, Learning, and Culture area in the Department of Educational and Counselling Psychology, and Special Education in the Faculty of Education at the University of British Columbia (UBC). She is also the Director of the Human Early Learning Partnership (HELP), an interdisciplinary research unit focused on child development in the School of Population and Public Health in the Faculty of Medicine at UBC. She received her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and completed her postdoctoral work as a National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and the Department of Psychiatry at Northwestern University Medical School. Prior to her graduate work, Dr. Schonert-Reichl worked as middle school teacher and then as a teacher at an alternative high school for “at risk” adolescents. Known as a world renowned expert in the area of social and emotional learning (SEL), Dr. Schonert-Reichl’s research focuses on identification of the processes and mechanisms that foster positive human qualities such as empathy, compassion, altruism, and resiliency in children and adolescents. Her projects include studies examining the effectiveness of classroom-based universal SEL programs including such programs as the Roots of Empathy, MindUp, and the Kindness in the Classroom Curriculum. Dr. Schonert-Reichl is also conducting interdisciplinary research in collaboration with neuroscientists, psychobiologists, and molecular geneticists to examine the ways in which school-based preventative SEL interventions “get under the skin” and result in changes in self-regulation and biological processes (including stress physiology and epigenetic change) among children in typical classroom settings. She has led the development of the implementation of the Middle Years Development Instrument (MDI), a child self-report population measure of 4th and 7th grade children’s social, emotional, and physical health, well-being, and developmental assets inside and outside of school. To date, over 150,00 children have completed the MDI in British Columbia and in several provinces across Canada. The MDI is also being implemented in Australia, Germany, the UK, and Croatia, and work is currently underway for MDI implementation in the US. Over the past several years Dr. Schonert-Reichl has received several awards for her work. She is the recipient of the 2015 Joseph E. Zins Distinguished Scholar Award for outstanding research on social and emotional learning (SEL), and the 2009 Confederation of University Faculty Associations BC's Paz Buttedahl Career Achievement Award in recognition of her sustained outstanding contributions to the community beyond the academy through research over the major portion of her career. She is also an elected Fellow of the Mind and Life Institute and a Fellow of the Botin Foundation’s Platform for Innovation in Education. She is the recipient of the 2007 UBC Killam Teaching Prize in recognition of excellence in undergraduate and graduate teaching, and the 2004 Vancouver School Board Recognition Award for her work promoting social responsibility in students. In 2006, Dr. Schonert-Reichl was on the organizing committee for the visit of the Dalai Lama for the “Vancouver Dialogues,” and was the chair of a dialogue between the Dalai Lama and leading educators, researchers, and policy makers on the themes of cultivating compassion and educating the heart. In 2009, she was again in conversation with the Dalai Lama on the topic of social and emotional learning at the “Vancouver Peace Summit” (http://dalailamacenter.org/programs/speakers-series/kimberly-schonert-reichl/video) and she was then featured in a documentary about the event titled 4Paths to Peace (http://www.4pathstopeace.com/). In December, 2017, Dr. Schonert-Reichl was in a symposium in India with the Dalai Lama and other leading scientists as part of the Emory-Tibet partnership. Most recently, Dr. Schonert-Reichl participated in a dialogue with the Dalai Lama and scholars in the Mind and Life Institute’s meeting titled “Reimagining Human Flourishing” in Dharamsala, India, March 12 –March 16, 2018: https://www.mindandlife.org/mind-and-life-dialogues/dharamsala-dialogue-livestream/. Her work with the Dalai Lama was also recently highlighted in the 2017 documentary “The Last Dalai Lama?” by the award winning producer/director, Mickey Lemle. Dr. Schonert-Reichl has been involved with many scholarly committees and consultancies. She serves as an advisor to the British Columbia (BC) Ministry Education on the development and implementation of the redesign of the Curriculum and Assessment Framework that focuses on the promotion of students’ personal and social competencies; an Expert Advisor to the Organization for Economic Co-Operation and Development’s (OECD) Education 2030 initiative, a Board Member of the Collaborative for Academic, Social, and Emotional Learning (CASEL), an advisor to UNESCO’s Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) on SEL, a member of the Educational Testing Service’s (ETS’s) panel on research, and an advisor to the Dalai Lama Center for Peace and Education. She is also the Chair of the Hawn Foundation’s Scientific Research Advisory Board. Dr. Schonert-Reichl is on the editorial boards of the Journal of Applied Developmental Psychology and the Journal of Youth and Adolescence. Dr. Schonert-Reichl has over 150 publications in scholarly journals, book chapters, and reports, and has edited two books on mindfulness in education, including a co-edited book (with Dr. Robert W. Roeser) published by Springer Press in 2016 titled “Handbook of Mindfulness in Education: Integrating Theory and Research Into Practice.” She has presented her research at over 300 scholarly conferences and has given over 200 presentations on the topic of children’s social and emotional development and social emotional learning to lay audiences, including parents, community organizations, educators, and policy makers. She has appeared on numerous radio and television programs, including CTV’s Morning Show, CBC’s Early Edition with Rick Cluff, the Bill Good Show on CKNW, Breakfast Television on City TV, and National Public Radio (NPR) in the US. Her research on the Roots of Empathy was profiled on the PBS Newshour special, the American Graduate: http://www.pbs.org/newshour/rundown/2013/03/using-babies-to-decrease-aggression-prevent-bullying.html, Dr. Schonert-Reichl’s research has been highlighted in several magazines and newspapers across Canada, the US, and internationally, including The New York Times, The Washington Post, Le Monde, The Wall Street Journal, Time Magazine, Scientific American Mind, Neurology Now, The Huffington Post, The Telegraph, The Atlantic, The Daily Mail, The Los Angeles Times, US News, The National Post, Canadian Living Magazine, Reader’s Digest - Canada, The Greater Good, The Toronto Star, The Globe and Mail, The Vancouver Sun, 24, and Today’s Parents. For more information, see Kim’s website at: http://sel.ecps.educ.ubc.ca/
Joanne Schroeder is a Senior Policy Fellow at the Human Early Learning Partnership. With the support of the Max Bell Foundation and the HELP team, she is contributing to a renewed approach to building leadership capacity in the child serving systems. She is also the Executive Director of the Comox Valley Child Development Association a multi-service agency on Vancouver Island, giving her a unique lens on putting research into practice
Pippa has a degree in Politics, Philosophy and Economics and a Master’s Degree in International Development with a specialization in rural development planning. She has worked in the corporate sector, government, and substantively in the not-for-profits sector. Since early 2008, she has worked for the Human Early Learning Partnership (HELP) at UBC, first as the Executive Director of the Council for Early Child Development, a national agency founded by Dr. Fraser Mustard, and then as the Knowledge Translation Director. In January 2015, Pippa assumed the position of Deputy Director of HELP. Pippa has a particular interest in social justice and equity, and specifically the use of data/knowledge to build a new kind of systems leadership toward increased equity and improved outcomes for children.
As an educator in BC for the last 22 years, I am thankful everyday for having found my “home away from home”. To quote Kouzes and Posner (The Truth About Leadership, 2010), I know that “Leadership is a demanding, noble discipline not to be entered into frivolously or casually. It requires an elevated sense of mastery. … It’s a matter of technique, of skill, of practice. It’s also a matter of desire and commitment.” As I move into my 23rd year, I remain committed and grateful for being part of this amazing learning community. In my current role as a member of SD38 Richmond's Learning Services department, I am privileged to be able to create and provide materials, lessons, and professional development learning opportunities for colleagues, teachers, and students in a wide variety of areas. I specialize in creating resources and support around Communicating Student Learning, particularly through e-portfolios. I am also extremely lucky to work with a group of colleagues and community members who teach me so much more than I can imagine. I am also a member of the Ministry of Education's Curriculum, Assessment, & Reporting Committee and have been privileged to have worked with a team of educators to help shape some of the documents recommended for use around the Core Competencies. I am passionate about social justice issues, collaboration, assessment for learning, and transformative leadership to name a few.
A passionate educator who believes that the combination of digital tools, pedagogy, choice and inquiry leads to rich and meaningful learning for our students. I'm driven by making student thinking visible through digital literacy and the ability to assess it in a way that pushes learning forward and provides next steps for teaching and learning. In my 17th year of teaching, I find myself excited about where we're heading and all the possibilities ahead.
Dr. David Tranter lives in Thunder Bay, Ontario and has been teaching and working in mental health, well-being, and education for over 30 years. He is a researcher, professor and the Scientific Director of The Centre for Relationship-Based Education. He works widely with educators to support students at all grade levels to reach their highest potential. Much of his work has been with at-risk youth with a focus on supporting students who are marginalized or have experienced trauma in any of its forms. He believes in educating the whole student and that, outside of the home, the school setting is the most effective context to meet the learning and development needs of all children and youth. He is a passionate believer in the transformative nature of education and works with schools all across Canada. He is a dynamic, thought-provoking, and entertaining speaker, who has challenged educators across the country to think differently about their role, and to understand the needs of students on a deeper level. He is the co-creator of the Relationship-Based Approach to Education, a pedagogical framework that promotes both student well-being and academic achievement. His book, “The Third Path: A Relationship-Based Approach to Student Well-being and Achievement.”, published by Nelson is now available. More information about his work can be found at www.relationshipbasedschool.ca.
Education Gayle Bedard is Tsimshian from the First Nations community of Lax Kw’Alaams (Port Simpson). She was born, raised and educated on the First Nations reserve kindergarten to grade 10, and then transferred to Prince Rupert for the remainder of her high school years. She received her Bachelor of Education Degree in 1984 and her Masters of Education Degree in 1998 from the University of British Columbia. Gayle received her second Master of Art Degree (Conflict Analysis and Management) from Royal Roads University, Victoria, B.C. in 2015. Professional Experience Gayle has 30 plus years of education experience in elementary and secondary, kindergarten to grade 12. Her last 19 years have been in administrative and or management roles, providing leadership and positive role modeling to Aboriginal students, parents, colleagues, teachers and community members. She currently is District Principal (Aboriginal Education) for the Coquitlam School District.
Jim Laird has been an educator since 2003 first in SD81 and since 2006 in the Central Okanagan Public Schools district. He has spent the last decade in middle school administration, most recently being named the principal tasked with opening the newest middle school in Kelowna, Canyon Falls Middle School. Very much a lead learner, Jim has been involved with ongoing professional learning as a local professional development rep with the COPVPA, is currently working through his Harvard CSML (Certificate in School Management and Leadership) certification, and he recently completed the UBC TEL (Transformative Education Leadership) Program in July and the Harvard CAEL (Certificate In Advanced Educational Leadership) Program.
After working as a secondary teacher and vice principal in Fort Nelson, B.C., Ryan returned to his hometown of Kelowna, B.C. in 2010. Since then, he has been part of the District's administrative team, working at the middle and secondary school levels in both mainstream and alternate programs. Ryan is currently living the "middle school dream" as not only a middle school administrator, but as the husband of a middle school teacher and as a middle school parent of two daughters! Ryan is a graduate of the University of Victoria, where he obtained his Bachelor of Arts Degree., his teaching certification and his Masters Degree in Educational Leadership. It is an honour to be a part of building such an innovative and empowering school at Canyon Falls Middle School.
For the last seven year, Chris has provided support around digital literacy and technology integration to K-12 teachers in Richmond. Prior to this district support role, he taught grades 2-7 over the course of 17 years in Richmond. His passion for technology and how to leverage it for his own productivity or to empower student learning has not diminished since he owned his first computer in 1989, a Mac512. Chris was part of the Apple Distinguished Educator class of 2015 and completed the Apple Foundations Teacher training in 2016.
Jan Hare is an Anishinaabe scholar and educator from the M’Chigeeng First Nation, located in northern Ontario. As an Indigenous scholar and educator she has sought to transform education in ways that are more inclusive of Indigenous ways of knowing and languages. Her research is concerned with improving educational outcomes for Aboriginal/Indigenous learners by centering Indigenous knowledge systems within educational reform from early childhood education to post-secondary, recognizing the holistic and multidisciplinary nature of Indigenous education. In 2014, Dr. Hare was awarded the Professorship of Indigenous Education in Teacher education. The goals of this professorship are to: • Enrich teacher education with Indigenous perspectives, histories and pedagogies through an integrated approach to teaching and research. • Engage in professional development of in-service/practicing teachers so they are informed of the place of Indigenous peoples, histories, perspectives and pedagogies in their current teaching. This community engagement approach with teachers and schools will transform places of learning so vital to the success of Aboriginal learners. • Extend professional development opportunities to our Education faculty.
For more than 20 years, Shane has worked at every level of the education system – from the classroom to the boardroom – bringing passion, skill, and unique solutions to the challenge of school transformation and the promise of educational opportunity for every child. In 2003, Shane became the founding co-principal of San Francisco’s June Jordan School for Equity (JJSE), a cutting-edge national model quoted by leading scholar Linda Darling-Hammond as having “beaten the odds in supporting the success of low-income students of color.”1 For the past ten years, she has provided coaching, facilitation, and professional development for hundreds of leaders in schools, school districts, and educational organizations across the country. An innovator at heart, with a rare combination of leadership and instructional expertise, Shane’s voice resonates with educators who want to reinvent their schools and organizations into places of equitable learning. She is a contributing writer for Edutopia, ASCD's Educational Leadership magazine, Ed Week, and Principal Leadership Magazine, and her articles are used in curricula across the U.S. and beyond. She is the author of The Listening Leader: Creating the Conditions for Equitable School Transformation (Jossey-Bass, 2017), which through powerful stories and practical tools shows how educational leaders can leverage the vital, yet often overlooked, skill of listening to transform their schools. Shane is currently writing her second book called Street Data: How the Information We Need Will Lead Us to Equity. Shane holds a bachelor’s degree in History from Brown University, a master’s degree in Education from Stanford University, and an administrative services credential from California State University East Bay. She is the proud mother of Mona Luz and Maximo Oisin, who attend Oakland schools, and married to an Oakland math teacher. Shane is bilingual in Spanish.
Kirsten has been involved in the early years for more than 25 years, teaching preschool, kindergarten, and special education, and is currently coordinating district early years, literacy and numeracy K-12 supports. She actively supports on-going professional learning, collaborative practices, community development, assessment and curriculum implementation. Since 2003, Kirsten has worked with an inspired team in the school and early years community to develop and implement a continuum of support for families using playful, joyful approaches to support our youngest learners.