Coordinated in collaboration with
The concept of sustainability applied to educational organizations in contexts of special vulnerability will work under a triple perspective: the first implies basing the organization on a recognizable strategy that guides the work and relationships of its professionals, with the appropriate resources for the purpose; the second is based on an aspiration for continuous and integral improvement of the student in any of its educational actions; the third proposes a conception of leadership of a flexible, distributed and inclusive nature, in which each member of the organization has its own function that is developed under the principle of cooperation.
“Leading for learning means being a positive influence on the people around you; helping to understand that any learner should have the best opportunities to learn, grow, develop and be prepared for the future.”Louise Stoll
MONOLOGUE – 12:15H
University College London. Institute of Education
Dr. Karen Edge has worked as an educator, researcher and consultant internationally for over 25 years. She is currently an academic at the Institute of Education at University College London (UCL) and a consultant to the International School Leadership Principals (Ontario, Canada), HeadsUP for Headteachers (England), Dignitas Project (Kenya) and 01 Founders’ Diversity and Inclusion Board (England). She has previously worked at the University of California Santa Barbara, the University of Toronto and Western University, and has been a visiting professor at institutions in Canada, Chile, China and Malaysia. As of 2022 she is Salzburg Global Fellow. She has led research projects in more than 30 countries on leadership, teacher motivation, retention, generational theory, and system-level design and change. A gifted speaker, he demonstrates an unwavering commitment to promoting equity and justice, drawing on evidence to drive change.
«Leaders need time, energy and patience to engage in a process that requires identifying potential and willing partners; finding common ground that seeds relationships; and risking initial collaborations that build trust.»
ROUNDTABLE – 12:40 to 13:45 CET
Responsible for the Leadership for Learning Program. EduCaixa, Fundación “la Caixa”.
Núria Vives Font is responsible for teacher professional development programs at Fundación La Caixa and, since 2019, she leads the EduCaixa Leadership for Learning Program. She has coordinated educational programs for the competency development of students in Secondary School, High School and Formative Cycle of Average Degree, as well as transformative education programs in third sector entities. Doctoral candidate in Education and Leadership at the UCL Education Master in Teacher Training at the UOC-UPF, graduated in Pedagogy at the UNED and graduated in Advertising and Public Relations at the UAB.
«Promoting pedagogical leadership in schools requires enhancing the professional learning of management teams, supporting them and recognizing their role». Núria Vives.
Elisa Serrano. Directora del IES Mariana Pineda de Moratalaz (Madrid)
Núria Sabaté. Headmistress at Escola Marià Fortuny de Reus
Primary Education teacher, Headmistress at Escola Marià Fortuny de Reus, Teacher Trainer in Digital Competence and Educational Leadership, Trainer on the Course for the Updating of the Leadership Role of the Department of Education and President of Asociación Espiral, Educación y Tecnología. She has participated as a speaker in different educational congresses and has published several articles on the use of technologies in education and educational leadership.>
Joaquín Gairín. University Autónoma of Barcelona
Currently directs the Center for Research and Studies for Organizational Development (EDO) and the International Network for Educational Management Support (RedAGE:). Her areas of expertise are: social and educational development, organizational development, evaluation and organization/management of educational institutions, collective knowledge management (educational systems, public administration and companies) and issues related to training and learning communities.
«Educational organizations are social constructions that only acquire meaning if they work in and for society». Joaquín Gairín.
Tomás Aller. Fundador y CEO de IIDIS
Licenciado en Psicopedagogía, experto en Coaching, Gestión de la Información y el Conocimiento, y en Gestión de la Calidad. Máster en Modificación de Conducta y Máster en Práctica Clínica en Salud Mental. Consultor en organismos e instituciones estatales y europeas en políticas de protección y buen trato orientadas a niños, niñas, adolescentes y personas en situación de vulnerabilidad. Fundador del Instituto de Innovación, Desarrollo e Impacto Social. Desarrollador y auditor del Modelo de Sistema de Protección Interno (SdPi).
Karen Edge. University College London
Ponente pendiente de confirmar
Universidad Internacional de Catalunya
Licenciada en Geografía e Historia, Doctora en Humanidades y Ciencias Sociales. Profesora e investigadora en la Facultad de Ciencias de la Educación de la Universidad Internacional de Catalunya, y miembro del Grupo consolidado de investigación EDO. Editora fundadora de la revista IJELM (International Journal of Educational Leadership & Management) y miembro fundador de EDULID (Observatorio Ibérico de Liderazgo Educativo). Es autora de numerosas publicaciones sobre liderazgo y dirección.
«Si perseguimos objetivos de mejora, las organizaciones educativas de hoy han de desarrollar un tipo de liderazgo que, con su foco en el aprendizaje integral de los alumnos, sea a la vez distribuido, inclusivo y sostenible».
WORKSHOP – 12:45 to 13:45 CET
Greg Ross. University College London
Associate Professor at the UCL Institute of Education, London. At the UCL Centre for Educational Leadership he leads the design and delivery of school leadership development programs for ministries of education, non-governmental organizations and international school groups, as well as international consultancy projects focused on school leadership and school systems improvement. His research focuses on curricular changes in leadership at the system and school level. English teacher in secondary schools, specialized in leading curricular and pedagogical improvements.
Ana Isabel Ramón Sánchez. Head of Studies at CEIP Mare Nostrum in Ceuta
Degree in Psychopedagogy, of special education and hearing and language teacher. Research training with a DEA on Learning Communities. She has more than 20 years of professional experience in education and more than 15 years as a member of the management team. She has been Head of Studies at the CEIP MARE NOSTRUM educational centre for 6 academic years. Coordinator of different national and international projects of the centre.