Students as Changemakers
Agenda and ALL TEXTS
We’re waiting on…
Clarification on 3G and 4H title
Presenters on 3B
Bios, featured – find bios for NPDL team
Bio,insight – missing Rodney Boutcher, Michael Spurrell
Agenda at a Glance
April 17
7:30-8:30 Registration
8:30-9:00 Opening
9:00-9:50 A Pivot to Healing Centered Leadership: Reimagining Justice, Reimagining Ourselves. Shawn Ginwright
9:50-10:15 Kids in the Hall. Hacienda La Puente Unified School District
10:15-10:40 break
10:40-11:40 Insight Sessions 1 [links below]
11:45-12:45 Deep Disrupters and System Transformation: Adriana Aristimuño, Matt Doyle, Michael Matsuda, Michael Fullan
12:45-1:45 Lunch
1:45-2:45 Educator as Futurist: Moving beyond “Preparing for the future” to “Shaping the future”
2:55-3:55 Insight Session 2 [links below]
4:00-4:30 Pulling it Together. Jorge Marrum and Chris Morris
4:30 Cocktail Reception
April 18
8:30-9:00 Introductions
9:00-10:00 Community Schools, Transforming Learning. Hayin Kimner & Joanne Quinn
10:00-10:15 Networking
10:15-11:15 Insight Sessions 3 [links to page]
11:20-12:20 Meet the Mobilizers: Jean Clinton, Zaretta Hammond, Derek Wenmoth
12:20-1:20 Lunch
1:20-2:20 Insight Session 4 [links to page]
2:25-3:10 Towards The Betterverse: Teachers as architects for preferred futures. Mark Sparvell
3:10-3:30 A Call to Action: NPDL Global Team
3:30-4:00 Closing
FEATURED VOICES / Session Details
April 17
A Pivot to Healing Centered Leadership: Reimagining Justice, Reimagining Ourselves
Shawn Ginwright | 9:00-9:50 | RM 305
In his talk, Dr. Shawn Ginwright will identify four myths of social movements, uncovering a set of deeply ingrained beliefs that ultimately hold us back from healing and achieving sustainable, systemic change. He will share why these frames won’t work and instead, propose four pivots for:
- more impactful activism
- building transformative relationships
- stronger, healing-centered leadership
- championing equity and hope in educational settings.
Deep Disrupters: System Transformation
Adriana Aristimuño, Matt Doyle, Michael Matsuda, Michael Fullan | 11:45-12:45
In this session we will hear from organizational leaders who will share their insights about how they are stirring up the status quo in order to realize a better future for their students. Following their talks, Michael Fullan will provide some reflective remarks. ↑ top
Kids in the Hall. Hacienda La Puente Unified School District
9:50-10:15
↑ top
Insight Sessions 1
10:40-11:40
See Insight Sessions page for more details.
↑ top
Educator as Futurist: Moving beyond “Preparing for the future” to “Shaping the future”
Laura McBain | 1:45-2:45
We are in the midst of a global inflection point. In our quest for certainty, how do we move beyond feeling merely ‘prepared’ as if it is a multiple choice test with a predictive path, but instead be equipped with the literacies to notice unfolding trends, embrace ambiguity and utilize bold imagination that create futures that look radically different than today. What ideas need to be retired? What uncomfortable truths need to be realized? How do we ensure that the future does not happen to us? If we are going to move forward toward more just futures, we need to look beyond the content requirements, but capable of seeing and designing multiple futures for our young people. We will consider: Why being a futurist matters now more than ever? What does it mean to be a futurist educator? How can you start right now? ↑ top
Insight Sessions 2
2:55-3:55
See Insight Sessions page for more details.
↑ top
Pulling it Together
Jorga Marrum & Chris Morris | 4:00-4:30
There is so much to digest at the Deep Learning Lab! In this session, Jorga Marrum and Chris Morris will facilitate a collaborative protocol for processing the rich thinking and new learning. ↑ top
April 18
Community Schools: A Whole Child Whole Community Approach to Deep Learning
Hayin Kimner & Joanne Quinn | 9:00-10:00
Let’s explore a powerful strategy for building relationship-centered, supportive, and equitable school communities where learning is culturally-rooted, inclusive, rigorous, and relevant. Educators, families and communities are still reeling from the disproportionate realities of the pandemic and unrelenting volatility of urgent change. This interactive session will build capacity to create a coherent approach that prioritizes Deep Learning and engages all voices in creating a better future. ↑ top
Meet the Mobilizers: Deep Learning, Well-being and Equity
11:20-12:20
Choices! Choices! This won’t be easy! Join either Zaretta Hammond, Jean Clinton or Derek Wenmoth for a stimulating session that addresses Deep Learning and its relationships with well-being and equity.
-
For Joy and Justice: Leveraging Deeper Learning for Equity and Cognitive Justice
Zaretta Hammond
We want every student to experience joy as a learner. But joy and confidence come by building competence as a powerful learning. During this session, Ms. Hammond will explore how coupling the global competencies and the science of learning can be a path to cognitive justice for historically marginalized students. -
Deep Learning with Compassionate Systems at the Heart
Jean Clinton
How powerful could it be to combine the NPDL Deep Learning framework with Peter Senge’s thinking regarding behind Compassionate Systems? Curious? Come find out how I am exploring transformation of thinking through methods of reflection, sensing and flourishing! -
Deep Learning Innovations in Challenging Times
Derek Wenmoth
In this session Derek will share the story of two rural secondary schools located in different parts of New Zealand. Both are involved in the NPDL programme, and both are in areas with a high proportion of Māori students, where working in culturally responsive ways is important. Both were impacted significantly by the impact of the COVID pandemic, with repeat absences of both staff and students. When COVID disrupted their traditional ways of operating, the leadership and staff at these schools embraced the opportunity to change, leveraging their deep learning experiences, to design and deliver rich and engaging learning experiences for their learners wherever they were located. This presentation explores what was learned about leadership, change and building resilience at the classroom, school and system level.
Towards The Betterverse: Teachers as architects for preferred futures.
Mark Sparvell | 2:25-3:10
Collectively we remain challenged by what defines ‘human intelligence’, let alone, artificial or augmented intelligence (no, chatGPT did not write this!) In this fun, fast and fact-filled session, Mark will explore the edges of the current education landscape and consider the implications for learning design and leading through this inflexion point by leaning towards our uniquely human attributes and leveraging currently and emerging technologies. ↑ top
A Call to Action: NPDL Global Team
NPDL Global Team | 3:10-3:30
In this interactive session, the NPDL Global Team invites you to consolidate your learning from the past two days and consider what might be some next steps in your Deep Learning journey. ↑ top
Insight Sessions 1
April 17, 10:40–11:40
1A Student Voice: A Journey to Inform and Transform Schools
1B At the heart of the Learning Process: Student Well-being
1C What’s Deep about Deep Learning?
1D Deep learning Across the School: Two Approaches to Creating a Continuum of Learning
1E Be the Change: School-wide Civic Engagement at Sierra Vista Middle School
1F How Can We Create Interactive and Equitable Learning Environments that Excite?
1G Building-Level Leadership: Engaging Staff, Students and Your Community to Grow Deep Learning Opportunities
1H One School Example of a Nuanced Leadership Team
1J From the Classroom to a Company – Cinnamon Cove
1A Student Voice: A Journey to Inform and Transform Schools
Research provides evidence that when student voice and agency are elevated in schools, students are more likely to develop a sense of self-worth, be engaged in learning, and have a sense of purpose. In an effort to be more responsive to our Provincial Data, we have engaged student voices through focus groups, sharing circles, and value walks. As a result of providing space for students to share their stories and become agents of change, we are beginning to see evidence that when students “Engage the World” they can indeed “Change the World”
Presenter: Sherra-Lee Robinson ↑ top
1B At the Heart of the Learning Process: Student Well-Being
Jean Clinton, child psychiatrist and special advisor to NPDL Global, will facilitate an interactive discussion about student well-being. Come to this session ready to ask questions, engage in conversations, and get to the heart of the work.
Presenter: Jean Clinton ↑ top
1C What’s Deep About Deep Learning?
This interactive session provides a road map for deep learning-what it is, why it is important, how it works, and how it is making an impact. Explore resources and real-life examples that build the capacity of teachers, schools and districts to create learning experiences that give purpose, unleash student potential, and transform not only learning, but life itself. A great session for those new to NPDL.
Presenter: NPDL Global Team ↑ top
1D Deep Learning Across the School: Two approaches to creating a continuum of learning
In this session we will examine two approaches to building a whole-school continuum of learning for the 6Cs. We will explore how to integrate the competencies into subject disciplines in powerful ways. We will discuss what we learned from each approach: what worked, what was challenging, and what we would do differently. Participants will have the opportunity to reflect on the processes they use or could create for their teaching teams and their school.
Presenter: Damon Cooper ↑ top
1E Be the Change: School-wide Civic Engagement at Sierra Vista Middle School
This session will provide an overview of the experiences students engaged in across content areas to develop both academic and social-emotional skills, as well as see growth in the outcomes of NPDL and Ethnic Studies. Lesson examples and artifacts of student work will be shared from some classes.
Presenters: Ann Hanson, Staci Ybarra, Judith Sanchez-Villaneda ↑ top
1F How can we create interactive and equitable learning environments that excite?
Sticky learning moments cause a neurological chemical reaction that forms and stores long-term memories. When teachers design these experiences, in the form of launch tasks, we see higher levels of student engagement and curiosity in the form of emotional triggers. Join us for a dynamic look at how launch tasks have been used in both student and adult learning design to lift engagement and foster competence that is transferable beyond the classroom. Let’s hope for some fine weather!
Presenters: Megan Dickins, Belinda Treloar ↑ top
1G Building-Level Leadership: Engaging staff, students and your community to grow deep learning opportunities
Our insight session is designed to offer building-level leaders the opportunity for dialogue and shared learning around implementation and growth of deeper learning within their school. We will explore the benefits of “principal as practitioner” within NPDL. Additionally, we will bring our experiences as elementary building level principals in how to capitalize on collaboration amongst your fellow building-level colleagues.
Presenters: Laura Bidlack, Sara Crowley ↑ top
1H One School Example of a Nuanced Leadership Team
Michael Fullan said “Deep learning changes the nature of leadership.” Our school has developed a “nuanced” deep learning culture where joint determination, adaptability, and culture based accountability have put “the joy back into learning for students and adults, alike.” This session will show a specific example of what leadership for deep learning looks like in one American High School.
Presenters: Ryan Francom, Brooke Davies, Byron Tanner ↑ top
1J From the Classroom to a Company – Cinnamon Cove
When young people learn deeply, they emerge as agents for societal change (Fullan, 2012). Myla and Liv from Cinnamon Cove are movers, shakers and agents for change. Not satisfied with the disposable and impractical nature of the tween swimwear market for girls, their goal is to create stylish yet practical age-appropriate swimwear that supports our active lifestyles, our love of fashion and our respect for our planet. But how do we actually do it? Come with us as we reflect on our learning as we share what it takes to launch our own clothing line at age 12. Because, you know, WE ARE THE YOUTH and this is all about what works for us. It’s time for us to have our say!
Presenters: Chris Morris ↑ top
Insight Sessions 2
April 17, 2:55–3:55
2A A Gamified Approach to the 6Cs: NPDL Cards and Medals
2B Measuring What Matters: Transforming assessment and recognition of competencies
2C Dragon Meadow: Deep Learning at St. George Elementary
2D Connecting the Community to the Classroom through Coffee
2E Connecting Deep Learning to Visual Art: Timpanagos Mural Project
2F Learning Circles: Collaborative Cultures of Learning at Loreta Normanhurst
2G Deepening Learning by Building Strong Learning Partnerships With Parents: A New Zealand School’s Perspective
2H Deep Learning – Zero to 100
2A A gamified approach to the 6Cs: NPDL Cards and Medals
In this interactive session we present a set of printed materials developed for the promotion of the 6Cs with primary school students. The competence cards and medals feature real world people from the world that are relevant for children and that are symbolically linked to NPDL dimensions. Cards and medals are part of a larger reward eco-system for primary school students. The goal of these materials is to raise the competence awareness from a student centered perspective.
Presenters: Claudia Brovetto, Veronica Zorrilla de San Martin, Ramon Silveira, Emy Soubiron, Leandro Folgar ↑ top
2B Measuring What Matters: Transforming assessment and recognition of competencies
Schools are changing what learners learn, and how they learn to equip students to thrive. Teaching, assessing and recognising competencies is both essential and challenging. Traditional approaches to assessment are out of sync. Join us to explore the New Metrics for Success Partnership Schools’ innovative practices to reframe their approach to assess and recognise student learning progress with a mantra of “We measure what we value, and we value what we measure.”
Presenters: Lynn Davie and Max Drummy ↑ top
2C Dragon Meadow: Deep Learning at St. George Elementary
In the midst of a global pandemic and the Truth and Reconciliation Commission of Canada’s Call to Action, our student population was in crisis. Higher rates of absenteeism, disengagement and problem behaviours were the forefront of our conversations. As a staff we knew that we needed to act. We sought out staff and student voice and it became clear that the students needed a safe space in order to develop social and emotional learning strategies. What started as a simple peace path became so much more.
Presenter: Ronda Eddy ↑ top
2D Connecting the Community to the Classroom through Coffee
In this session participants will learn about a high school chemistry lesson in which students are asked to design the best tasting cup of coffee in the most energy efficient manner. Participants will hear from students who were a part of this lesson and learn about how elements of Deep Learning were utilized in creating this learning experience. Lastly, with the help of student speakers, participants will create their own cup of coffee!
Presenters: Merek Chang and two students, Keyla and Mario ↑ top
2E Connecting Deep Learning to Visual Art: Timpanagos Mural Project
At Timpanogos High School, art students collaborated with a professional poet and artist to create a 15’ long mural to represent their school. As these students collaborated with other classes, they developed Deep Learning skills in an authentic and powerful way. This presentation describes how daily practices as well as large projects can turn the art classroom into a Deep Learning Lab.
Presenter: Anna Davis ↑ top
2F Learning Circles: Collaborative Cultures of Learning at Loreto Normanhurst
Evidence suggests that professional learning that is ongoing, collaborative and future-focused has a significant impact on student outcomes (DuFour & Marzano, 2011). Further, the opportunity to develop learning through online, interactive resources enables a cultural shift that is sustainable and impactful. Join us to hear how Professional Learning Teams, or Learning Circles, have been established at Loreto Normanhurst to contextualise Deep Learning at Loreto and to design deep learning experiences for students.
Presenters: Kieryn Bateman, Sandra Cunningham ↑ top
2G Deepening Learning by Building Strong Learning Partnerships With Parents: A New Zealand School’s Perspective
At Hillpark School, we are committed to all children having Deep Learning experiences, right from the time that they start school as five year olds. By using a digital platform, we share children’s Deep Learning with families using ‘real-time’ reporting. In this interactive workshop, we explore the many ways that we build connections with our Hillpark school children and families that enrich their learning experiences and foster wellbeing for all.
Presenters: Emma Rtizema-Bain, Tania Mills ↑ top
2H Deep Learning – Zero to 100
From an absence of Deep Learning strategies, goals, or implementation support to having a powerful culture of collaboration, Minarah College is a pioneer at establishing Deep Learning across the whole school (K-12). The school sets the perfect example of leveraging a whole school approach such as uniform change, upskilling staff and leveraging digital technology over the past two years to achieve the Deep Learning goals by including the staff, parents and student voice.
Presenters: Jay Halai, Saireen Hussein, Monalisa Grove ↑ top
Insight Sessions 3
April 18, 10:15–11:15
3A How can AI be a catalyst for Assessment reform?
3B Tell Your Story: A Journey through Student Voice and Wellness
3C Shifting the Ownership of Learning
3D Design Lab
3E Meaningful Evidence or Malpractice? Intentionally seeking evidence we value
3F Design with purpose: How can technology help us hack improvement barriers and activate sustainable improvement cycles?
3G Disrupting Traditional Education by Amplifying Youth Voice and Civic Engagement
3H Roots and Fruits: The HLPUSD Model
3A How can AI be a catalyst for Assessment reform?
Globally, traditional forms of assessment are not working. Commentators are calling for different assessment types to evidence both academic and competencies that are transferable beyond school . As Artificial Intelligence becomes more mainstream, how can we consider a shift towards transformative assessment. This insight session will explore how we can harness the power of AI to challenge traditional assessment paradigms.
Presenters: Jorga Marrum, Chris Morris ↑ top
3B Tell Your Story: A journey through student voice and wellness
We aim to educate people about our story, which includes our place (Newfoundland and Labrador), our space (Clarenville and High School), and our education. Clarenville High School has undertaken numerous successful initiatives centered on student voice, citizenship, wellness and engaging and authentic learning experiences. In addition to sharing our story, we want our presentation to be interactive, engaging and meaningful with participants leaving with new ideas to implement in their own schools.
Presenters: Michael Spurrell and Rodney Boutcher & students Billie Wicks and Katie Spurrell ↑ top
3C Title: Shifting the Ownership of Learning
Deep Learning really only occurs when the learner has the opportunity to decide two things: what they learn and how they learn it. This is what we refer to as a learner-centred approach and is about shifting the ownership of learning from the teacher to the learner. Achieving this shift requires significant changes to the design and organisation of learning in our classrooms – including the role of the teacher. In this session you’ll be introduced to a framework to support you in this, with examples from some NZ teachers to illustrate how they’ve incorporated student-centred design into their deep learning approaches.
Presenter: Derek Wenmoth ↑ top
3D Design Lab
Experience a collaborative, innovative deep learning design challenge. Using the Four Elements of Learning Design as a common lens, you will connect with new colleagues to co-create a deep learning experience that can be facilitated in classrooms. Let’s get messy.
Presenter: Georgina Lake ↑ top
3E Meaningful Evidence or Malpractice? Intentionally seeking evidence we value.
A major impediment to deep learning is traditional assessment and grading. Deep Learning can’t thrive in a traditional, transactional point game. Our school intentionally sought evidence of deep learning goals at the school and classroom level. A deep learning culture and meaningful assessment have brought joy back to schooling for teachers and students. And, despite a significant at-risk population, our school far outperforms their demographics on accountability measures.
Presenters: Joseph N. Jensen, Brian Saxton ↑ top
3F Design with purpose: removing barriers to sustainable improvement cycles
One would think that having access to digital tools would trigger an educational transformation, but I learned that true educational change happens when the use of technology emerges as a consequence of a new mindset that comes to life as we reflect on teaching and learning. Facilitating meaningful reflection, that is to say, ´the post experience'(Baricco 2018) of technology in education is our modern challenge. Let me share a learning journey informed by research and implementation in schools from Uruguay to Slovakia to refugee centers in Romania, so we can keep improving as learning experience designers.
Presenter: Cecilia de la Paz ↑ top
3G Disrupting Traditional Education by Amplifying Youth Voice and Civic Engagement
Learn how AUHSD has disrupted traditional education by amplifying youth voice and civic engagement to enhance 21st century skills and technical skills. Youth voice and civic engagement equips students to be aware of their own aspirations, identify life goals, and work with others to obtain further skills and knowledge that prepare them for meaningful and productive lives. Empowering students to use their voice and take action in their community helps build students’ civic identities and workplace skills which is the ultimate preparation for college, career, and life.
Presenters: Jaron Fried, Michael Matsuda and students ↑ top
3H Roots and Fruits: The HLPUSD Model
The HLPUSD Model combines NPDL and Ethnic Studies. It aims to connect students with the world and their identities, sustain their personal and academic growth, and move the community toward action and reflection through shifts in educational culture and practices. This session includes our rationale, the model’s implementation across our district, and the resources we designed to embed NPDL and Ethnic Studies in K-12 practices.
Presenters: Helene Cunningham, Harpreet Kaur Dhir, Jenn LeBrun ↑ top
Insight Sessions 4
April 18, 1:20–2:20
4A A Country-wide Cluster. The Uruguayan Case: Opportunities and Challenges
4B Project Kids
4C Bridge to Deeper Learning: How We Welcome Students to our Community and to NPDL
4D How do we facilitate deep learning design conversations?
4E A Session with Zaretta Hammond
4F Activation Studio
4G Reimagining Secondary School Courses
4H Creating a Collaborative Cluster
4A A country-wide cluster. The Uruguayan case: opportunities and challenges
Uruguay became part of NPDL in 2014 with 100 innovative schools. The cluster progressively grew with the incorporation of new schools coming from all levels of public and private education across the country (primary, secondary, vocational and teacher education). Since 2014 we went through different stages: building a common language, identification and celebration of innovation, appropriation and adaptation of NPDL tools, with a central role of technology as a leverage for change. In 2023, Uruguay is going through a curricular transformation, moving from a traditionally designed curriculum, towards a competence-based one inspired in NPDL. This presentation aims at sharing the process of becoming a country-wide cluster, by presenting the challenges and opportunities along the journey.
Presenters: Carlos Libisch, Gabriela Bentancor, Dario Zarauza ↑ top
4B Project Kids
Project Kids is a student-led group of Las Lomas Entrepreneurs who use inspiring ideas to make a positive impact in the world. Over the past four years, Project Kids has raised $5900 to pack 177 boxes for kids in need around the world, created a free school-wide Farmers Market that serves 486 students monthly, and organized a school food pantry. Come learn how Project Kids grew from two classrooms to involving our entire school community.
Presenters: Annette Goodman, Theresa Huston ↑ top
4C Bridge to Deeper Learning: How We Welcome Students to Our Community and to NPDL
This session will focus on concrete strategies to create an intentional start to your school year that incorporates school culture with the 6 core competencies. Walk away with a toolkit for your school to create and envision a “bridge to learning” orientation program.
Presenters: Miranda Thorman, Amy McGeorge ↑ top
4D How do we facilitate deep learning design conversations?
Investigate how we can use a common language of learning design to give collaborative feedback about a learning experience.
Effective moderation strategies involve finding evidence of deep learning. This reflective practice helps teachers to rate their own design and supports quality professional feedback from others. In this workshop we will experience hands on precision in pedagogy and inquiry into how you can facilitate deep conversations about learning design.
Presenter: Margot McKeegan ↑ top
4E A Session with Zaretta Hammond
During this session, we’ll explore the question: How do we close the knowing-doing gap when it comes to cultivating students’ dispositions and skills related to the global competencies? We will discuss key levers, the science of habit formation, and change management for equity.
Presenter: Zaretta Hammond ↑ top
4F The Activation Studio
As we near the end of the Deep Learning Lab, you are likely brimming with ideas and inspiration! Join us as we engage in a collaborative protocol to support you in moving from Deep Learning Lab inspiration to Deep Learning action.
Presenter: Jennifer Gottlieb ↑ top
4G Reimagining Secondary School Courses
Summary: At St Columba Anglican School we have transformed from a traditional school that may limit thinking and skill development to a Deep Learning community where students take risks, learn from mistakes, and continuously work at the edge of their understanding. This is evident in the reimagining of our Secondary School Year 9 and 10 courses, which are now aligned with the four dimensions of Deep Learning, making the teaching and learning more purposeful and significant.
Presenters: Allan Guihot, Gayle Houlahan, Amy Munro ↑ top
4H Creating a Collaborative Cluster
The session will follow the creation of the GMT Cluster (England, Scotland, Netherlands and South Africa) from the getting to know you stage, to planned collaboration and the Visual Voices project. Through the sharing of school to school collaborative practice, the session will focus on how such practice develops: intercultural understanding; the power of the pupil’s voice; professional development; and whole school culture-building.
Presenter: Jo Speak ↑ top
FEATURED VOICE BIOS
A
Adriana Aristimuño
B
C
Jean Clinton
D
Matthew Doyle
Max Drummy
E
F
Michael Fullan
G
Mag Gardner
Shawn Ginwright
H
Zaretta Hammond
I
J
K
Hayin Kimner
L
M
Jorga Marrum
Michael Matsuda
Laura McBain
Chris Morris
N
O
P
Q
Joanne Quinn
R
S
Mark Sparvell
T
U
V
W
Derek Wenmoth
X
Y
Z
A–D
F–H
Adriana Aristimuño
Adriana Aristimuño has a bachelor degree in Educational Sciences, and a PhD in Education (Catholic University in Leuven, Belgium). Her current fields of interest are educational policy, educational change, school improvement, and curriculum. She has been a Full Teacher at the Catholic University in Uruguay, where she has taught graduate courses for teachers and educational leaders for more than 30 years and has held the position of Department Head and Dean. She has been a visiting professor in several universities in Argentina, Brazil, Chile, Colombia, Mexico, Peru and Spain, and has been consultant for several UN agencies and multilateral organizations such as IADB, and the World Bank. She belongs to Uruguay’s official National Researchers System since its creation. In 2020 she took office at Administración Nacional de Educación Pública (ANEP) as Head of Educational Planning and later became Uruguay’s Executive Director of Educational Policy. ↑ top
Jean Clinton
Dr Jean M Clinton BMus MD FRCP(C) Clinical Professor McMaster University Department of Psychiatry and Behavioural Neurosciences Dr. Jean Clinton is a Clinical Professor, Department of Psychiatry and Behavioural Neurosciences at McMaster, division of Child Psychiatry. She is on staff at McMaster Children’s Hospital with cross appointments in Pediatrics and Family Medicine, and an Associate in the Department of Child Psychiatry at Sick Children’s Hospital. She is a member on the MindUP Scientific Advisory Board as well as a MindUP for Families Advisor. She was a Fellow of the Child Trauma Academy, and is a Zero to Three Academy Fellow since 2013. She has been a consultant to children and youth mental health programs, child welfare, and primary care for over 30 years. Dr. Clinton was appointed as an education advisor to the Premier of Ontario and the Minister of Education 2014 – 2018. Dr. Clinton is renowned nationally and internationally as an advocate for children’s issues. Her special interest lies in brain development, and the crucial role relationships and connectedness play. Jean champions the development of a national, comprehensive child well-being strategy including a system of early learning and care for all young children and their families. She is equally committed to ensuring that children’s and youths’ needs and voices are heard and respected. Dr. Clinton has also authored her first book, Love Builds Brains which can be ordered online through Tall Pines Press, on Amazon and in book stores everywhere. ↑ top
Matthew Doyle
Dr. Matthew Doyle is the Superintendent of the Vista Unified School District. Dr. Doyle also serves as the Executive Director of the International Center for Educational Research (iCERP) – a global space promoting intersectionality of thought and focus on the lifelong learner. He holds a doctorate in education leadership. Dr. Doyle is responsible for leading the design and implementation of the district strategic plan, the Blueprint for Educational Excellence and Innovation, in response to State of California LCAP funding provisions. Dr. Doyle’s primary focus is to create the conditions for transforming a traditional educational organization into a scalable, sustainable personal learning environment. The Personal Learning Challenge project won the Golden Bell Award from the California School Boards Association. Vista Unified recently won the prestigious Pivotal Practice Award 2022 from the California Department of Education for creating innovative learning environments for students. Dr. Doyle has spent 31 years in education as a teacher, site administrator, district administrator and county administrator. Dr. Doyle has extensive experience supporting English language learners and students with special needs. His current area of strategic interest is the design and development of a learning ecosystem including prenatal to grade three systems, learning zones and building a career superhighway – an uninterrupted career development pathway for students to discover their strengths and interests and transform them into talent capital that aligns to the demands of the global marketplace. Dr. Doyle lives in Vista, California with his wife Alejandra and three sons Matthew, Alexander and John. ↑ top
Max Drummy
Max Drummy has over 25 years of experience as a school and system leader across Australia, Asia and the USA. Driven by the mantra “You can’t achieve a higher level of craftsmanship without a higher level of craftsman” Max works strategically with schools, individuals and networks to build the collective capacity of teachers, leaders and learners.
Max co-led the Australian New Pedagogies for Deep Learning (NPDL) Cluster between 2013 and 2016. After spending the following 5 years in Seattle working with schools and districts across the US, he returned to Australia in 2021 to support a rapidly expanding Asia-Pacific Deep Learning network. Max also continues to support many of our Global Deep Learning partners as they strive to create educational environments and practices that foster deep learning so that all learners can contribute to the common good, address global challenges and flourish in a complex world.
Max’s post graduate certifications include a Master of Educational Leadership, several accreditations in coaching, and a broad and varied skill set built on experience both within and from outside the education sector. Max is highly committed to exploring and improving how education systems lead, educate and learn with, from and for future generations. In fleeting spare moments, Max loves time in” the shed” as a thinkerer, tinkerer and bike-whisperer. ↑ top
Michael Fullan
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Mag Gardner
[ …find bio…Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nullam commodo congue lorem eu blandit. Praesent sit amet neque volutpat, sollicitudin nulla eu, interdum metus. Nulla luctus massa felis, eget eleifend odio fermentum eu. Etiam vitae nibh aliquet, suscipit tellus eu, sodales eros. Vestibulum vitae commodo tellus. Praesent accumsan diam in imperdiet interdum. Cras dui tellus, tempor nec elit et, vestibulum molestie neque. Phasellus quis blandit erat, quis facilisis mauris. Quisque fermentum quam non mauris ullamcorper facilisis. Vestibulum in ultrices tortor. Nulla eu urna velit. Curabitur ut ligula sit amet mi feugiat convallis. Sed ultricies neque id volutpat efficitur. Donec posuere efficitur viverra. ] ↑ top
Shawn Ginwright
Shawn Ginwright, PhD is one of the nation’s leading innovators, provocateurs, and thought leaders on African American youth, youth activism, and youth development. He is Professor of Education in the Africana Studies Department and a Senior Research Associate at San Francisco State University. His research examines the ways in which youth in urban communities navigate through the constraints of poverty and struggle to create equality and justice in their schools and communities. Dr. Ginwright is Founder and Chief Executive Officer of Flourish Agenda, Inc., a national nonprofit consulting firm, whose mission is to design strategies that unlock the power of healing and engage youth of color and adult allies in transforming their schools and communities. He is the author of “The Four Pivots: Reimagining Justice, Reimagining Ourselves,” “Hope and Healing in Urban Education: How Activists and Teachers are Reclaiming Matters of the Heart,” “Black Youth Rising, Activism and Radical Healing in Urban America,” “Black in School- Afrocentric Reform, Black Youth and the Promise of Hip-Hop Culture,” and co-editor of “Beyond Resistance!: Youth Resistance and Community Change: New Democratic Possibilities for Practice and Policy for America’s Youth.” Dr. Ginwright lives in Oakland, CA with his lovely wife and is currently an emptynester—both children are in college. ↑ top
Zaretta Hammond
Zaretta Hammond, M.A.is a national consultant and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students(Corwin, 2015). She is a former high school and community college expository writing instructor. For the past 20 years, she has supported schools and other institutions in deepening their understanding and application of culturally responsive practices. She currently runs the Culturally Responsive Education by Design Online PLC, a 6-month intensive, inquiry-based professional learning experience to build instructional capacity to use culturally responsive tools and practices effectively. Ms. Hammond is a strong literacy advocate who sits on the Board of Trustees for the Center for the Collaborative Classroom. She is also a member of the advisory board for the Consortium for Reading Education (CORE). ↑ top
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Hayin Kimner
Hayin Kimner is a nonresident fellow in the Global Economy and Development program at the Brookings Institution, the Managing Director for the CA Community Schools Learning Exchange, and a Senior Policy and Research Fellow for Policy Analysis for California Education. Kimner’s research interests focus on education policy, collective impact strategies, equitable and meaningful engagement, continuous improvement, and community schools implementation. Her work seeks to elevate the expertise and voices of students, caregivers and practitioners to inform and guide decision makers at local, state, and national levels. She previously worked as a Senior Program Director for The Opportunity Institute, and led the development of district-wide community school strategies in San Francisco and Emery Unified School Districts. She received her B.A. from Amherst College and a Ph.D. from Stanford University. ↑ top
Jorga Marrum
Jorga Marrum is Manager: Strengthening Outcomes for the Association of Independent Schools of New South Wales [AISNSW]. She is the lead facilitator of Deep Learning for NSW independent schools with over 40 schools volunteering to join the network since its inception in 2019. Jorga is a passionate educator with expertise and passion for strategic leadership and design engaging learning collaboratively with teachers. ↑ top
Michael Matsuda
Michael Matsuda is a nationally recognized 21st century educational leader known for innovation, entrepreneurship, and compassion. Under his leadership, the Anaheim Union High School District has built a new educational model incorporating “reverse engineered” career pathways in partnership with higher education, private, and non-profit sectors, which have extended and transformed educational opportunities for all students. Since becoming superintendent in 2014, Mr. Matsuda has earned several accolades, including: one of twelve national “Leaders to Learn From” Award from Education Week Magazine, the “Visionary Education Leadership Award” from Cal State University, Fullerton, the California Association for Bilingual Education (CABE) Administrator of the Year Award, and an honorary “Doctor of the University” from Chapman University. Additionally, Mr. Matsuda was named the California Council for the Social Studies Administrator of the Year for promoting democracy in public schools. AUHSD leads the state with 17 California Democracy Schools which promote student voice and civic engagement throughout the district. Mr. Matsuda was also appointed to the National Council for Community and Education Partnerships (NCCEP) Board of Directors to enhance the organization’s mission of ensuring underserved students have the opportunity, skills, and knowledge to pursue the education and training to achieve their career and life goals. NCCEP oversees the federal government’s largest secondary grant program, GEAR UP. As an innovator, Mr. Matsuda has developed the AIME (Anaheim Innovative Mentoring Experience) program to create mentorships for over 15,000 high school students and has created over 300 annual summer work-based paid internship experiences for students who also receive college credit through Fullerton College. He also conceptualized the AUHSD SERVATHON, an annual service event celebrating MLK Day with over 4,000 students, families, and adult mentors. Before assuming the role of superintendent in March 2014, Mr. Matsuda spent 22 years as an educator in the Anaheim Union High School District. He began teaching at Orangeview Junior High School, where he was twice selected as Teacher of the Year. He also taught honors English classes at Oxford Academy. He received his BA from UCLA, MPA from USC, his teaching credential from Chapman University, and administrative credential from CSUF. ↑ top
Laura McBain
Laura McBain (she/her) (@laura_mcbain) is a designer, educator and serves as managing director of the Stanford d.school and the co-director of the K12 Lab. Her work focuses on how human-centered design can be used to provide equitable and innovative educational experiences that will help all students thrive in a changing world. In this role she leads design challenges in education, designs new learning experiences for educators and serves as an adjunct professor at Stanford University. She is the author of My Favorite Failure: How Setbacks Can Lead to Learning and Growth which provides insights and narratives into how you can create the conditions to take risks and experience failure together. Prior to the d.school, Laura worked for 15 years at High Tech High serving as the Director of External Relations, principal of two school sites and a founding teacher. She has taught middle and high school students in both charter comprehensive schools. Laura has a Bachelors from Miami University-Oxford, Ohio and a Masters from the Harvard Graduate School of Education. ↑ top
Chris Morris
Chris Morris is an excitable learner. Fun and learning go hand in hand. As a teacher and Educational Consultant, he designs experiences that challenge learners to step out of their comfort zone and devise creative solutions to limiting beliefs and problems of practice. Chris is excited to be part of this powerful Global knowledge building network. ↑ top
Joanne Quinn
[ …find bio… Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nullam commodo congue lorem eu blandit. Praesent sit amet neque volutpat, sollicitudin nulla eu, interdum metus. Nulla luctus massa felis, eget eleifend odio fermentum eu. Etiam vitae nibh aliquet, suscipit tellus eu, sodales eros. Vestibulum vitae commodo tellus. Praesent accumsan diam in imperdiet interdum. Cras dui tellus, tempor nec elit et, vestibulum molestie neque. Phasellus quis blandit erat, quis facilisis mauris. Quisque fermentum quam non mauris ullamcorper facilisis. Vestibulum in ultrices tortor. Nulla eu urna velit. Curabitur ut ligula sit amet mi feugiat convallis. Sed ultricies neque id volutpat efficitur. Donec posuere efficitur viverra. ] ↑ top
Mark Sparvell
Mark Sparvell is a global award winning teacher and education leader with 30 years experience currently working for Microsoft Education and leading work focused on well-being through the development of social-emotional skills. Mark is an advisor for Goldie Hawn’s MindUp Foundation, Ambassador for the Emotional Intelligence Society Australia, Bett Global Education Council member and founder of the SELinEdu online community. Mark is interested in the role technology can play in supporting SEL through immersive experiences, social learning opportunities and the use of data and analytics to inform practice. ↑ top
Derek Wenmoth
Derek is acknowledged as one of NZ education’s foremost future focused thinkers, He is regularly asked to consult with schools and government agencies regarding the future directions of educational policy and practice in New Zealand and internationally. Derek has been a teacher, principal, a teacher educator and education policy writer. In 2003 he co-founded CORE Education, a leading provider of educational research and services in NZ. He stepped aside from CORE in 2018 to establish FutureMakers, an organization committed to inspiring the next generation of leaders, thinkers and problem-solvers. Derek works with schools and education institutions across New Zealand and internationally to help them develop their capacity for a future focused approach to education, and is currently a senior adviser to the NZ Ministry of Education. In recognition of his work in education, Derek was designated one of 2008’s “Global Six” by the George Lucas Educational Foundation which recognizes individuals making a difference in education. Derek maintains a blog on matters relating to e-learning and other aspects of interest to educators that can be found at www.futuremakers.nz/blog. ↑ top
INSIGHT PRESENTER BIOS
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Veronica Zorrilla de San Martin
Kieryn Bateman
Kieryn Bateman has been the Director of Learning at Loreto Normanhurst since 2016. She is a dedicated and passionate educator who believes that a values-based education is pivotal in confronting social inequity and challenging global injustice. ↑ top
Gabriela Bentancor
Gabriela Bentancor, Psychologist, Master in Psychology and Education, Universidad de la República, Uruguay. Head of mentoring program, NPDL Uruguay. ↑ top
Laura Bidlack
Currently in my 18th year in education, my background includes special education teacher, learning consultant, asst. director of elementary special education and elementary principal. ↑ top
Rodney Boutcher
[ … ] ↑ top
Claudia Brovetto
Claudia Brovetto: Cluster lead Uruguay since 2016. Manager at Ceibal, Uruguay. Ph.D in Linguistics from Georgetown University. EFL specialist, teacher educator. ↑ top
Mario Campos
Mario Campos is a high school junior at William Workman High School. ↑ top
Keyla Carillo
Keyla Carillo is a high school junior at William Workman High School. ↑ top
Merek Chang
Merek Chang is a High School Science Teacher in the Hacienda La Puente Unified School District and former science teacher at William Workman High School. ↑ top
Raine Clarke
Raine is a grade 12 student and president of the student council. She loves singing, playing guitar and is involved in figure skating and dance. ↑ top
Matthew Cook
Matthew Cook is an English teacher who loves to learn new things. He enjoys reading, gardening, and exploring new places with his family. ↑ top
Damon Cooper
Damon Cooper is Director of Teaching and Learning at Central Coast Grammar School in Australia. He leads teachers to create quality deep learning for students across the school. ↑ top
Amanda Cooper
Amanda Cooper has taught Technology, particularly Food, for many years, taking every opportunity to develop her skills through professional development and enriching students’ learning through authentic experiences. ↑ top
Sara Crowley
I have had the pleasure of serving students and families for over 20 years as a classroom teacher, learning consultant, middle school and elementary principal. ↑ top
Sandra Cunningham
Sandra Cunningham has been the Head of PDHPE at Loreto Normanhurst since 2022. She is a dedicated and highly expert educator who is passionate about providing a holistic education that develops students’ personal attributes, skills and values. ↑ top
Lynn Davie
Lynn has extensive experience in driving innovation in teaching and learning as a teacher, school leader and senior public servant. As Director of Learning and Teaching with the Victorian Education Department Lynn led the NPDL Cluster. Lynn is currently. Partnership Lead with the University of Melbourne’s New Metrics for Success. Lynn brings a unique combination of deep expertise in designing effective learning and assessment. alongside experience in educational leadership, supporting transformation at a school and system level. ↑ top
Anna Davis
Anna Davis is the Secondary Visual Arts Content Specialist for Alpine School District, while also teaching art half-time at Timpanogos High School. ↑ top
Brooke Davis
Brooke and Byron’s work as teachers and part-time vision for learning coaches at THS help every teacher accomplish our 2 school goals of (1) Intentional connection and well-being of students and staff, and (2) deliberate deep learning for students and staff. ↑ top
Harpreet Dhir
Teacher on Special Assignment, History-Social Science/Ethnic Studies TK-8, Hacienda La Puente Unified School District, author, researcher; background in elementary and post-secondary teaching. ↑ top
Megan Dickins
Megan has over 20 years of wide ranging educational experience. Her leadership experience range includes Deputy Principal, Regional Instructional Coach and currently Head of Pedagogy. Megan believes passionately in tapping into individual student’s interests and passions, so students have agency in their learning. ↑ top
Rhonda Eddy
Ronda Eddy is the principal of St. George School at the Ottawa Catholic School Board (OCSB) in Ottawa, Ontario, Canada. This is Ronda’s 22nd year in education. She is passionate about Deep Learning’s impact on student engagement. ↑ top
Leandro Folgar
Folgar graduated from the School of Education at Harvard University with an MA in technology, innovation, and education. He earned a BA in education from Universidad Católica del Uruguay. President of Ceibal (the Uruguayan agency for educational technology and innovation). He has worked as an associate professor in the Department of Education at Universidad Católica de Uruguay, focusing on active pedagogical practices, gamification, and playful environments of the 21st century. ↑ top
Ryan Francom
As an assistant principal Ryan is integral in facilitating Timpanogos High School’s leadership work around deep learning. ↑ top
Jaron Fried
Dr. Jaron Fried currently serves as the Assistant Superintendent, Educational Services for the Anaheim Union High School District. Dr. Fried oversees the implementation of the district’s framework, the Career Preparedness Systems Framework, to ensure all students in AUHSD are provided with the highest quality instruction grounded in 21st century skills to ensure college, career and life success. Dr. Fried has made the focus of all professional learning clear and intentional, resulting in a positive shift with the instructional pedagogy more aligned to the demands from the world of work. ↑ top
Annette Goodman
Annette Goodman teaches second grade at Las Lomas Elementary School. She has been in education for 22 years. ↑ top
Jennifer Gottlieb
Jennifer works with educators to implement learning that is authentic and centered on student voice. She is also an instructor at Oakland University in Michigan. ↑ top
Monalisa Grover
As Michael Fullan says, Monalisa Grover is a “learner of context”. An expert at traditional teaching transforming into a leader promoting the values of Deep Learning. ↑ top
Allan Guihot
Allan Guihot steered his school’s transformation to a Deep Learning community, establishing a team of Directors to drive the process and seeking out university partnerships. ↑ top
Jay Halai
Jay has a background in educational leadership, curriculum development, and teaching and learning from various schools in Australia and the UK. ↑ top
Ann Hanson
Ann Hanson has been in education for 25 years and has been a school administrator for 9 years. ↑ top
Gayle Houlahan
Gayle Houlahan has taught commercial education for 20 years, continually scanning and researching to keep abreast of innovations and opportunities to enhance teaching and learning. ↑ top
Saireen Hussein
Saireen started as an English and History teacher in 2009 and a few years later, became the head of the humanities, she is the deputy principal of teaching and learning in the secondary school. ↑ top
Theresa Huston
Theresa Huston teaches second grade at Las Lomas Elementary School. She has been teaching for 26 years. ↑ top
Joe Jensen
Dr. J’s commitment to creating a deep learning culture with his school leadership team consumes his time and gives him purpose between bike rides. ↑ top
Jenn LeBrun
Teacher on Special Assignment, Technology TK-12, Hacienda La Puente Unified School District in Southern California; background in teaching secondary English-Language Arts, technology, and service learning. ↑ top
Carlos Libisch
Carlos Libisch, Psychologist, Doctoral candidate in Neuroscience and Clinical Psychology, Universidad de Santiago de Compostela. New Measures Lead, NPDL Uruguay. ↑ top
Jorga Marrum
Jorga Marrum is Manager: Strengthening Outcomes for the Association of Independent Schools of New South Wales [AISNSW]. She is the lead facilitator of Deep Learning for NSW independent schools with over 40 schools volunteering to join the network since its inception in 2019. Jorga is a passionate educator with expertise and passion for strategic leadership and design engaging learning collaboratively with teachers. ↑ top
Amy McGeorge
Amy McGeorge started her teaching career in Chicago, but taught English in the Bay Area for 12 years before transitioning to an Instructional Coaching role. ↑ top
Margot McKeegan
As an experienced, innovative and educational leader Margot works alongside a number of schools across Aotearoa, NZ. As the NZ NPDL cluster lead facilitator; she helps to transform learning and leads professional development in a personalised, future focused way. This includes working closely with leadership teams, leading professional learning, and facilitating online learning. ↑ top
Tania Mills
Tania is the Deputy Principal at Hillpark School, Aucklnad, New Zealand. She is an NPDL Leader, with a focus on wellbeing outcomes for children and staff. ↑ top
Chris Morris
Chris Morris is an excitable learner. Fun and learning go hand in hand. As a teacher and Educational Consultant, he designs experiences that challenge learners to step out of their comfort zone and devise creative solutions to limiting beliefs and problems of practice. Chris is excited to be part of this powerful Global knowledge building network. ↑ top
Emma Rtizema-Bain
Emma is the Associate Principal at Hillpark School, Auckland, New Zealand. She is an NPDL leader, as well as being the special needs co-ordinator for our school. ↑ top
Sherra Robinson
I am a Mi’kmaq woman from Mekap’sk (Northern Peninsula) Mi’kmaq Band, Taqamkuk (Newfoundland), where I am an educator and scholar. I am also a Program Specialist for Comprehensive School Health with the Newfoundland and Labrador English School District, with a background as an English, Drama and Technology teacher with a keen interest in advancing student voice and agency, storytelling, relationality and Indigenous Education. ↑ top
Nuraan Samodien
Nuraan Samodien, educator since 2006 with a Masters in International Education (School Leadership). Her quality in teaching lead her into international leadership from 2011. ↑ top
Judith Sanchez-Villaneda
Judith Sanchez-Villaneda has been in education for 25 years and enjoys working with middle school students. ↑ top
Brian Saxton
Brian is an early innovator for deep learning and is one of its most ardent missionaries. When not at school, he is likely fishing. ↑ top
Ramon Silveira
Ramón Silveira: Communication Lead of Uruguay cluster. Coordinator of the Ceibal Media Lab. Innovation and implementation of change. ↑ top
Emy Soubiron
Emy Soubiron: Teacher of Chemistry, B.A. in Fharmateutical Chemistry, Ms in Education of Chemistry, Universidad de la República, Uruguay. ANEP and NPDL representative at Ceibal. ↑ top
Michael Spurrell
[ … ]
Byron Tanner
Brooke and Byron’s work as teachers and part-time vision for learning coaches at THS help every teacher accomplish our 2 school goals of (1) Intentional connection and well-being of students and staff, and (2) deliberate deep learning for students and staff. ↑ top
Miranda Thorman
Miranda Thorman taught secondary history for 13 years in the Bay Area and transitioned to school leadership in 2018. She is currently a Principal. ↑ top
Belinda Treloar
Belinda is a passionate educator with over 20 years of experience, well versed in differentiating lessons to cater for individual and group needs through inquiry-based, deep learning. She enjoys discovering every child’s preferred learning style and considers it a welcomed challenge to cater for all intelligences within her class. Belinda has taught in Catholic, Independent, and International schools and has a strong conviction to inspire students to think critically about their daily lives, to consider how they fit into a global society, and to question the world around them. ↑ top
Billie Wicks
Billie Wicks is a very talented grade 12 student who loves to create music, perform on stage, and is very proud of her indigenous heritage. ↑ top
Staci Ybarra
Staci Ybarra has been an educator for 16 years providing quality instruction to students with diverse learning needs. ↑ top
Dario Zarauza
Darío Zarauza, Secondary School Biology teacher, Capacity Building Coordinator, NPDL Uruguay. ↑ top
Veronica Zorrilla de San Martin
Veronica Zorrilla de San Martín: Capacity Building Lead of Uruguay cluster. School teacher and Doctor of Education from ORT University, Uruguay. Responsible for the curricular design for the transformation of education in Uruguay. ↑ top