CURRICULUM VITAE (Highlights)

Transcription

1 CURRICULUM VITAE (Highlights) NAME: Bennett, Barrie Brent RANK: Associate Professor DEGREE UNIVERSITY DEPARTMENT YEAR Ph.D. University of Oregon, Education 1986 Eugene, Oregon M.Ed. University of Oregon, Education 1985 Eugene, Oregon B.P.E. University of Calgary, Education 1971 Calgary, Alberta ACADEMIC AND PROFESSIONAL APPOINTMENTS INCLUDING ACADEMIC ADMINISTRATION (e.g., Departmental Chairships, Deanships) BEGINNING WITH PRESENT POSITION Date Rank and Position Department Institution Associate Professor Curr., Teaching & Learning OISE/UT Assistant Professor Curr., Teaching & Learning OISE Instructor and Faculty of Education University of Toronto Consultant with The Learning Consortium, Toronto, Ontario Seconded from Edmonton Faculty of Education University of Toronto Public Schools and The Learning Consortium, Toronto, Ontario Instructional Processes Consultant Edmonton Public Schools, Edmonton, Alberta Graduate Teaching Fellow University of Oregon and Research Assistant Eugene, Oregon Elementary/Middle School/Secondary Teacher, Edmonton Public HONORS: ACADEMIC, SCHOLARLY AND PROFESSIONAL (e.g. F.R.S., F.R.S.C., Governor General's Award, Honorary Degrees) Phi Delta Kappan (University of Toronto Chapter) Educator of the Year for Ontario Nominated by OISE/UT for the University of Toronto President s Teaching Award

2 2002 Beyond Monet was nominated for staff development book of the year for the National Staff Development Council (NSDC) Nominated for teacher of the year (excellence in teaching) Awarded Lansdowne Scholar for University of Victoria SIGNIFICANT UNIVERSITY ADMINISTRATIVE DUTIES OISE/UT 2000 to 2010 Chair Comprehensive exam committee Tenure Review Committee Comprehensive Exam Committee SSHRC grant reviews PTR Merit Committee Appeals Committee Graduate Awards Committee Marking Comprehensive exams Chair OGS awards (four years) 2

3 DURING CAREER, HAS BEEN PRINCIPAL SUPERVISOR OF THE FOLLOWING Successfully Completed In Progress A. DOCTORAL THESES B. MASTER'S THESES C. POST-DOCTORAL FELLOWS D. TOTAL NUMBER OF Ph.D. COMMITTEES SERVED ON: 11 Inactive PRE-SERVICE TEACHING SUPERVISION (1998 TO PRESENT) Completed APPROXIMATELY 250 SAMPLE OF COURSES TAUGHT CTL 1026 H Improving Teaching (graduate) CTL 1000 Foundations of Curriculum (graduate) CTL 1016H Cooperative Learning: Theory and Research CTL 5799H Special Topics: Instructional Intelligence (graduate) B.Ed. Pre-service: (70 students per year) 2000 to 2010 EDU 6000 Teacher Education Seminar EXTERNALLY-AWARDED GRANTS, CONTRACTS AND AWARDS Note: my work over the last twelve years has focused on long-term systemic/sustainable change in twelve districts in three countries. These projects are designed to operate within the existing school district funding and do not depend on external funding. That said the budgets are large. The only exception is Medicine Hat School District in Alberta; our funding comes from the Provincial Government and is currently dollars a year for three years. We work to establish graduate work and graduate programs where possible. We also create courses for classroom teachers. I work approximately 10 to 25 days each year in each district. Below is an example of the research connections we are making to make research a normal part of what a teacher does to create research agendas that are part of building the internal capacity to enact change to not rely on external researchers and external research grants. University of British Columbia: Created a Masters program based on our work in the North Vancouver School District; they just graduate their third cohort. North Vancouver has 700 teachers; approximately 40 now have masters degrees related to instructional intelligence. 3

4 Vancouver Island University: Created their first Masters program focused on Instructional Leadership. We are working in partnership with the Cowichan School District on this project. Our goal is to have the B.Ed., students and associate teachers having the same instructional language. Peel District School Board, through the Ontario College of Teachers, created an Additional Qualification Course (126 hours of course time) titled: Instructional Intelligence. Educators from the school district instruct the course this course moves teachers up on their salary grid. Medicine Hat: Currently working with the B.Ed., cohort at the University of Alberta s satellite campus at the Medicine Hat College. We are working to have the B.Ed., students and associate teachers having a similar instructional language. In Thames Valley, we have worked for two years on action research for classroom teachers. Last year s cohort was elementary teachers; this year the cohort are secondary teachers. They are released for six days during the year to work with me on their proposals and to analyze data. The findings are presented to educators in the district. PUBLICATIONS CAREER TOTALS - Books Authored 4 Books Edited 6 Chapters in Books 5 Journal Editor 1 Articles in Refereed Journals 10 Papers in Refereed Conference Proceedings 17 Technical Writings/Reports 3 Abstracts and/or Papers Read 30 Papers in Non-Refereed Journals 12 Resource Materials 18 Video Productions

5 RECENT PUBLISHING DETAILS : BOOKS AUTHORED Bennett, B. (2010). Graphic intelligence: Playing with possibilities. (460 pages). Bennett, B., & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Toronto ON: Bookation. (also published in French in 2005) (388 pages). Bennett, B., & Smilanich P. (1996) Classroom management: A thinking and caring approach.. (350 pages). Bennett, B., Rolheirser, C., & Stevahn, L. (1991). Cooperative learning: Where hearts meet mind..(350 pages). CHAPTERS IN BOOKS Bennett, B. (2009). The artful science of instructional integration. In Marzano, R. On Excellence in Teaching. Bloomington: IN: Solution Tree. Bennett, B. (2008). Instructional intelligence and systemic change: An overview of twenty-six years. International Conference, Budapest Hungary. Ministry of Education, Hungary. PAPERS IN REFEREED CONFERENCE PROCEEDINGS Bennett, B. (2009). When School Districts Learn: Twenty Six Years of Systemic Change. Paper presented at the International Conference on School Effectiveness, School Improvement. and School Management, University of Teacher Education of Central Switzerland, Zug Switzerland. Bennett, B. (2008). Cooperative Learning: Theory Into Practice. Paper requested by the Faculty of Education, University of Calgary; presented at their guest lecture series. Bennett, B. (2007). Rethinking one s thinking about teacher renewal: A Response to Teacher Renewal: What is it? How is it Engendered? In Teacher Induction, Mentoring and Renewal: Proceedings of the Academic Symposium, Centre for Teacher Development, OISE/UT. Workshop in 2006/puiblished in Research and Field Development SAMPLES of District Focused Change: Unfunded by External Grants Treaty Four School District Regina Saskatchewan Now in year 1 Ireland, Ministry of Education Now in year 2 Northern Lights District School Board (27 schools in district) Bonnyville Alberta Now in year 5 Thames Valley District School Board. London Ontario 5

6 Now in year 8 Western Quebec School District/OISE/UT partnership Five - Ten years Finished 2008 (7 year project) North Vancouver School District Finished 2008 (7 year project) Western Australia Teachers' Federation, Ministry, OISE/UT partnership with OISE/UT Finished 2010 (12 year project) York Region Board of Education/OISE/UT partnership Five - Ten years Finished 2007 (ten year project) 6