Trista Hollweck is thrilled to be joining ARC. She is a pracademic who straddles the worlds of research, policy and practice. Trista is a former teacher, vice-principal, school district consultant, and now part-time Professor at the University of Ottawa in the Faculty of Education. Her doctoral dissertation examines a school board teacher induction, mentoring and coaching program and its systemic change implications. Trista has researched and published about restorative justice, professional learning and development, teacher evaluation, systemic change, mentoring and coaching, and teacher induction.
Trista is a board member of the International Congress for School Effectiveness and Improvement (ICSEI), an international organization of over 500 members committed to knowledge sharing in policy, practice and research where she plans congresses, has led strategic initiatives on diversity and generational renewal, and initiated programs for emerging scholars. ICSEI organizes an international congress for around 700 educators annually.
Trista received her Post Graduate Certificate of Education (PGCE) from Moray House at the University of Edinburgh, her Master of Education from the Ontario Institute for Studies in Education (OISE) of the University of Toronto, and her doctorate from the University of Ottawa. Trista is also a proud mom of three elementary aged children and is excited to support ARC in its work to improve education for all students within and across educational systems globally.
Has a MSc in business from Norwegian Business School, majoring in strategy, and works with education technology in Norway. Oda contributes to the ARC Education Project team as technical support. She is the editor for the ARC web page as well as the ARC design and strategy consultant.
Erlend Kobro is a certified teacher working full time as an advisor, consultant and public speaker within the edtech-scene in Norway. His background is one of teaching history, English and social science at the high school level and being a local radio host. For the last four years Erlend has helped schools and municipalities in Norway to increase student engagement and wellbeing by pushing teachers and school leaders to get the most out of digital technology and at the same time changing their pedagogical and didactic practices to better align with the demands of the 21. Century.
Peter is an international consultant and has worked with all levels of school development- system, municipality, school and classroom. He is a board member of IMTEC (International Movement Towards Educational Change), which operates internationally and across Scandinavia, and consulting director for LearnLab, which develops digital tools to enhance the student´s well-being, deeper learning and democratic involvement. Peter is a former teacher and researcher at the Danish University of Education. He was head of school development in one of the largest municipalities in Denmark and director at University College of Copenhagen, where he was one of the pioneers in shaping a formal education of school leaders in Denmark. Peter holds a chair as external lecturer at Copenhagen Business School (CBS), where he teaches the subject educational change and development. Peter’s new book on ways to succeed with school development at the system level will be published in January 2021. He is the proud grandfather of four children.
Mohsen joined ARC in February 2020. He is a former teacher with work experience in different countries. He is now a PhD candidate at the University of Ottawa. In his doctoral project, he is working on designing and developing a serious game for sexual health education. With his background in Education Technology and videography, Mohsen creates multimodal content from ARC presentations and publications. He also manages social media accounts and helps with the website design.
Daphne is a Ph.D. student from the Faculty of Education at the University of Ottawa. Her research interest is on social innovation in higher education, especially with regards to the influence of private foundations on social innovation initiatives in Canadian universities. She has been involved in research that maps the leadership practices of social innovators in Canadian universities, as well as examining the progression and influence of social innovation initiatives in Canadian universities. Daphne joined the ARC team as a research assistant in May 2021 and is very happy to be part of a wonderful team that contributes to excellence in education.
Mariana Domínguez González is a Mexican doctoral student at the University of Ottawa’s Faculty of Education. Her current research focuses on plurilingualism in the Mexican Indigenous context. She lives to learn about ways of knowing and being in the world.
Mélissa Villella is currently a PhD candidate at the University of Ottawa where she studies the intercultural and antiracist competency of Franco-Ontarian school leaders who volunteer in Haiti. Her research interests are: inclusion, minority education and leadership. Formerly, she was a teacher in Québec and in Ontario, as well as a school principal during her 22 years in those systems. As for ARC, she is absolutely thrilled to be part of the team, and is grateful for all the learning this opportunity affords her amongst some of the world’s greatest
thought leaders on systems.
Driven by Purpose, Inspired by Possibility is my personal and professional motto inspired by my own transformation as a result of education. My degrees in Anthropology, Globalization, and Education each have (had) a research focus on equitable access to education for under represented groups. My work is very much guided by the ARC principles as well as my interest in systems and system change. As International Relations Director with Ghana based NGO, Akoma Pa, I collaborate globally with current projects including developing a study abroad facet and building a new school. In Ontario based projects I have established new experiential education partnerships and programming while my consulting work involves international student applications to graduate level studies in Canada and Europe. It is an absolute thrill and honour to be a member of the ARC team, knowing and witnessing the power of informed collaboration to change thoughts, change systems, and change lives.
Min Jung Kim supported ARC hosting its third summit in California as a senior project manager and research assistant to Dr. Hargreaves. Min Jung began her career in education as a middle school mathematics teacher in Baltimore and in Seoul, South Korea. As a doctoral student at Boston College, she participated in research projects around teachers’ professional networks, mathematics argument curriculum development, and distance learning. Min Jung is also a graduate student representative of Educational Change special interest group at AERA. Min Jung earned her Bachelor of Science in International Politics from Georgetown University, and a Master’s of Education in Secondary Education from the Johns Hopkins University. Her dissertation focuses on rural elementary students’ mathematical identity building as they participate in virtual small groups discussing mathematical arguments.
Caitlin Long is thrilled to have been involved with the ARC team. Caitlin began her work in public education as an elementary and middle school teacher in Massachusetts and in Guayaquil, Ecuador. She has also worked as a developer of professional learning experiences for an organization that provides systems of student support in urban public schools and has facilitated workshops for educators on teaching bilingual students and engaging families. Currently, she is the proud assistant principal of a two-way bilingual elementary school in the greater Boston area. Caitlin earned her Bachelor of Arts degree in History and Classics from Boston College, a Master’s of Education in Secondary Education in History from Boston College, and a Ph.D. in Curriculum & Instruction with a concentration in Leadership, Policy, and Educational Change, also at BC. Her dissertation was an exploration of the topic most of interest to her as a practitioner: educators’ interpretation of and responses to policy. She is happiest when working on the ground in schools and is grateful for opportunities that allow her to reflect on and improve her practice.
Joelle Pedersen was the first project manager for ARC. She has an extensive teaching resume and currently works as the literacy/English Language Arts coordinator for the Newton Public School district. Joelle also teachers in the Educational Leadership program at Boston College’s Lynch School of Education where she received her undergraduate degree, Master’s degree and PhD. Joelle’s research interests focus on educational leadership and policy, English education, and she has published work on pre-service and in-service writing teacher preparation, critical writing pedagogy, and high-stakes writing assessment.