Self-Regulation Update

Dr. Stuart Shanker is Canada’s leading expert on the science of self-regulation and CEO of The MEHRIT Centre, an educational network that focuses on translating current knowledge about self-regulation into practice. John Hoffman met with Dr. Shanker during a week-long Self-Regulation Symposium at Trent University last year to discuss how his understanding of self-regulation has evolved and to explore his vision for self-regulation-based practice in schools. In this interview, Dr. Shanker discusses his new understanding of the biological basis of self-regulation, his work uncovering the “hidden stressors” that may impact a child’s ability to learn, and his vision for a broad, interdisciplinary paradigm shift in the way we think about children’s development, behaviour and learning.

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Human-Centred Leadership

A positive customer experience is central to the success of businesses all across the globe. Because of the importance of this user experience, companies will spend endless amounts of time and effort doing market research to determine the needs of their clients. By seeking out multiple sources of information about their end users and working with them through the design process, businesses continuously try to create products that most closely match the needs of their customer. So how could we apply this “design approach” to education? What would happen if we thought of our students, parents and teachers as our clients – as resources who could give us insight about their user experiences with our schools? By taking a design approach with our partners to solve problems that we encounter in the K-12 system, we will not only find solutions that better reflect their needs, we will develop their capacity as leaders and collaborative problem-solvers within and beyond our school community.

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District Leadership for Democratic Governance

Enlightened district leadership plays a key role in strengthening governance at all three levels of the Canadian education system. At the school board level, effective superintendents work with trustees to meaningfully engage members of the wider community in understanding and supporting their district’s strategic plans for the learning, engagement, and well-being of all students. At the school level, district leadership teams foster the collective leadership capacity of principals so that the voices of teachers, students, and parents have greater influence in shaping direction. At the provincial level, proactive trustees and district administrators actively contribute to policy interdependence by engaging in policy discourse, advocating for local needs, and providing feedback to the Ministry.

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"Why do we need innovation in education?"
"Twitter and Canadian Education – The danger, and benefits, to developing Top 10 lists"
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Dr. Kate Tilleczek: 2013 CEA Whitworth Award Winner
Teaching Out Loud (Episode 7) - Flipping the Classroom - Changing the Teacher-Learner Dynamic