About the team of facilitators
Lyn Sharratt coordinates the doctoral internship program in Leadership and Policy at the Ontario Institute for Studies in Education, University of Toronto. Lyn is the former Superintendent of Curriculum & Instruction Services in the York Region District School Board, a large Canadian school district, where she and her curriculum team analyzed assessment data and developed a comprehensive literacy improvement program, which they launched with the cooperation of senior leadership, principals, and over 9000 teachers. The continuously improving 14 parameter program resulted in increased achievement for a diverse, multicultural, and multilingual population of over 120,000 students, and the district became the top performing district in Ontario.
Lyn has been a school superintendent, curriculum consultant and administrator, and she has also taught all elementary grades and secondary-age students in inner-city and rural settings. Lyn has analyzed and commented on public policy for a provincial trustee organization, the Ontario Public School Boards’ Association; has taught pre-service education at York University; Masters’ and Doctoral students at University of Toronto and Nipissing University; and led in-service professional learning in a provincial teachers’ union head office.
Lyn is lead author, with Michael Fullan, of Realization: The Change Imperative for Increasing District-Wide Reform (Corwin, 2009) and Putting FACES on the Data: What Great Leaders Do! (Corwin, 2012, published in English, Spanish and Arabic). Lyn is lead author of Good to Great to Innovate: Recalculating the Route K-12, (Corwin, 2015) with Gale Harild and Empowering Excellence: Leading Collaborative Learning (Corwin, 2016) with Beate Planche. Currently, Lyn is an advisor for International School Leadership with the Ontario Principals’ Council, is an Author Consultant for Corwin Publishing and consults internationally, working with leaders, administrators, consultants, and teachers in Chile, Australia, the United States, the United Kingdom, and Canada to systematically increase all students’ achievement by putting FACES on the data and taking intentional action.
Beate Planche is an educational practitioner, consultant and researcher. Beate is a sessional instructor in Graduate Education at the University of Western Ontario, Canada. Beate provides research, consulting and coaching for educators in the area of literacy programming, collaborative inquiry, and inquiry-based learning for students.
Beate has been a Superintendent of Curriculum and Instructional Services in the York Region District School Board, School Superintendent, a principal, vice principal and a co-director of a private school. As Principal of a large public school, Beate’s collaborative leadership style resulted in a strong team approach which benefitted both staff and students and resulted in significant improvement in literacy and mathematics achievement. As School Superintendent, Beate supervised schools and mentored principals and vice principals in their drive towards school improvement. During Beate’s tenure as Superintendent of Curriculum and Instructional Services, the department she led served over 200 schools and 9,000 teachers through their work with School Superintendents, Learning Networks and their work with new teachers, and teachers seeking individual support.
In her 20 years in educational administration, Beate has led in-service professional learning and has supported and mentored many new administrators, as well as curriculum and teacher leaders. Beate has taught elementary as well as secondary students, spending a large portion of her career in Special Education working with students identified with learning disabilities. Beate also worked as Principal on Assignment as Administrative Assistant to the Director of Education. During this period, Beate’s responsibilities included creating strategic messages regarding school and system improvement and assisting senior staff with the integration of the strategic plan and refreshed mission, vision and values statements.
Beate has been an adjunct professor supporting teacher candidates for York University, has been on contract with Ontario’s Literacy and Numeracy Secretariat, and, is presently on the Boards of Learning Forward-Ontario and the Character Community Foundation of York Region. Beate is the author of over 20 published articles and reviewed papers.
Maggie Ogram’s thirty years as teacher and school leader span time in the UK, Maggie’s country of origin and in her new home of New Zealand. Prior to establishing an educational consultancy and leadership coaching business in 2013, Maggie was Principal of a primary school in Auckland.
Maggie focuses on supporting school leaders in their ongoing professional growth and capabilities to in turn build the learning organisation’s professional capital. Maggie founded a network for learning within a region of Auckland schools in 2013, facilitating opportunities for whole-school professional development programmes focused on modern pedagogies. This ongoing successful initiative continues to grow as a collaborative, needs-based programme, drawing on experts from tertiary education and fellow consultants to provide up to the moment professional development for senior leadership teams and teachers across colleges and primary schools.
An accredited coach, Maggie brings a strong coaching approach to her facilitation of adult professional learning. This approach is used successfully to appraise school leaders against Performance Management Agreements as well as working with school teams to build educators’ collaborative practice.
Maggie’s areas of research are leadership coaching and collaborative teacher and leader inquiry undertaken with colleagues at Auckland University of Technology.