The Standing Conference on Teacher Education North and South (SCoTENS) is pleased to announce a call for papers for its forthcoming conference. We welcome proposals for papers that are relevant to teacher education. Because the slots for presentations are limited we propose to give preference to paper presentations that link most directly to the work of SCoTENS and the conference theme.
The Standing Conference on Teacher Education North and South (SCoTENS) invites proposals for participation and working papers at the 4th SCoTENS Doctoral Studies Roundtable. The Roundtable will provide a mix of short presentations by participants on their work in progress and will also feature participation by SCoTENS colleagues who are leaders in the field of Teacher Education and related research in Ireland and beyond.
The 17th SCoTENs annual conference
The 17th SCoTENs annual conference, Leadership across boundaries: Challenges for Educators and Teacher Educators, will take place on Thursday 17 and Friday 18 October in the Slieve Russell Hotel, Ballyconnell
Effective educational leadership is arguably more important now than ever before given the pressures and challenges resulting from the widening diversity of student needs, increasing accountability, performance measurement, reducing budgets, and a prescriptive policy context (MacBeath, 2012; Bush, Bell & Middlewood, 2019). These challenges require educational leaders to have vision, criticality, commitment and a clear sense of educational purpose built on strong ethical and moral foundations (Begley 2010).
Classroom teachers too are ‘leaders of learning’ and this has been reflected in policy developments on both sides of the Irish border. The Learning Leaders strategy for teacher professional learning in Northern Ireland sets out a vision of every teacher as a learning leader “accomplished in working collaboratively with all partners in the interests of children and young people” (DE, 2016, §2.2). Similarly, Ireland’s DES notes how ‘leadership is distributed throughout the school as a key support for pupil learning’ (DES, 2017, §1.2). Whether a school or a teacher education institution, how leadership is practised shapes the culture, ethos and identity of its community and its members.
The 2019 SCoTENS conference seeks to interrogate the kind of leadership needed for contemporary education and teacher education. It invites examination and discussion on the challenges facing educational leaders and teases out how these challenges can be met and boundaries crossed. In view of the reforms in teacher education, both curricular and institutional/structural, the conference provides a forum for reflection on matters of leadership in all levels of teacher education.
Marilyn Cochran-Smith, Cawthorne Professor of Teacher Education, Lynch School of Education and Human Development, Boston College, Chestnut Hill, Massachusetts, USA
Professor Marilyn Cochran-Smith has been a teacher education scholar and practitioner for more than 40 years. She is known nationally and internationally for her work about teacher education research, practice, and policy and for her sustained commitment to teacher education for equity with inquiry as the centerpiece. Professor Cochran-Smith is a frequent keynote presenter, recently at the Australian Association for Research in Education (Sydney, Australia), the International Conference on Teacher Education and Educational Research in the Mediterranean (Valetta, Malta), and the annual conference on Teacher Education Policy in Europe (Braga, Portugal). Professor Cochran-Smith is a past president of the American Education Research Association (AERA) and an elected member of the National Academy of Education. She has written 10 books, 7 of which have won national awards, as well as more than 200 articles, chapters, and editorials. In 2018, she received the AERA/Division K’s Legacy Award for lifetime contributions to research on teaching and teacher education. Her most recent book, Reclaiming Accountability in Teacher Education (co-authored with 8 former and current doctoral students), received the 2019 AERA/Division K award for Exemplary Research on Teaching/Teacher Education.
Paul W. Miller, PhD, LLM, MBA, PFHEA, FAcSS, Professor of Educational Leadership & Management, President – Commonwealth Council for Educational Adminstration and Management, University of Huddersfield
Paul Miller, PhD, is President of the Commonwealth Council for Educational Administration and Management (CCEAM). He has a significant track record of published research in educational leadership, primarily cross-cultural issues in educational leadership, and has good country knowledge of the UK, Jamaica and other Caribbean islands. His research on race discrimination faced by Black, Asian and Minority Ethnic (BAME) teachers in England is being used by the UK Cabinet Office in policy development, and his research on school leadership development and school improvement is assisting the Caribbean Community (CARICOM) in the development of standards for school leaders. Paul is Professor of Educational Leadership & Management, School of Education and Professional Development, University of Huddersfield, UK. He is also Immediate Past President of the Institute for Educational Administration & Leadership – Jamaica (IEAL-J), a registered educational charity whose mission is research, capacity building and innovation in educational leadership, and he is also a member of Council of the British Educational Leadership Administration Society (BELMAS). He is Principal Fellow of the UK’s Higher Education Academy, and Fellow of the Academy of Social Sciences.
Bush, T., Bell, L. and Middlewood, D. (2019) The Principles of Educational Leadership and Management. London: Sage.
MacBeath (2012) ‘Stories of compliance and subversion in a prescriptive policy environment’ in M. Preedy, N. Bennett and C. Wise (Eds.) Educational Leadership – Context, Strategy and Collaboration. Milton Keynes: Open University Press.
Begley, P.T. (2010) ‘Leading with moral purpose: the place of ethics’ in T. Bush, L. Bell and D. Middlewood (Eds.) The Principles of Educational Leadership and Management. London: Sage.
Department of Education (2016) Learning Leaders: A Strategy for Teacher Professional Learning. Bangor: DENI.
Department of Education and Skills (2017) Leadership and Management in Primary Schools Circular Letter 0063/2017 Dublin: DES