JOELLEN KILLION is Learning Forward’s senior advisor and served for many years as the association’s deputy executive director. As senior advisor, she leads initiatives related to the link between professional learning and student learning.
She has extensive experience in planning, design, implementing, and evaluating of professional learning at the school, system, and state/provincial levels. She works with coaches, principals, district and state leaders to facilitate and support standards-based professional learning that advances educator learning.
She is the author and co-author of numerous books and articles about professional learning. Her most recent books includeThe Feedback Process: Transforming Feedback for Professional Learning (2015), Taking the Lead: New Roles for Teachers and School-based Coaches, 2nd edition (2017), and Assessing Impact: Evaluating Professional Learning, 3rd edition (2018).
This extended plenary provides an opportunity to engage the NESA community in capturing the emerging future. Participants will explore perspectives on school change, innovation and transformational learning. The impact of education in NESA schools will be explored through the eyes of NESA graduates reflecting on:
The residuals of education? What matters most?
What needs to change?
What wants to happen in education?
A panel of speakers -- Donna Orem, David Gleason and Eeqbal Hassim -- will further explore these themes.
Through a World Cafe format, the entire community will surface possibilities and challenges as individual schools and the NESA community evolves into the emerging learning landscape.
The session will be facilitated by Joellen Killion with members of the PDAC and Wider circle as co-facilitators.
Learning within communities of practice expands both what individuals and communities can become and the impact they make.
Within this session, participants will examine a community of practice process for authentic, relevant, and purposeful collaboration and shared learning. They will engage in dialogue to deepen their understanding of and capacity to navigate the tensions that exist in shifting from a traditional model of professional learning to one that is self-authoring.
Participants will explore means to influence and advocate the application of a new approach to professional learning within the broader NESA community and within individual schools.