2017 Pat Clifford Award Winner:
Dr. Pamela Osmond-Johnson’s research is redefining the role of teachers as innovation leaders
Dr. Osmond-Johnson’s research reveals the benefits of teachers assuming leadership roles in designing their own PD and influencing school improvement, and it has the potential to redefine the teaching profession while heightening the quality of instructional practices and learning.
The EdCan Network is pleased to honour Dr. Pamela Osmond-Johnson – Assistant Professor of Educational Administration at the University of Regina – as the recipient of the 2017 Pat Clifford Award for Early Career Research in Education. This prestigious award recognizes her extensive research around teacher professional development (PD) across Canada, which has the potential to reform policies in support of equitable, job-embedded and teacher-driven professional learning.
As co-investigator of The State of Professional Learning in Canada, Dr. Osmond-Johnson is working with a team of researchers to study teacher PD across Canada. The group has undertaken case studies in British Columbia, Ontario, and Alberta and explores teachers’ experiences and level of autonomy in directing their own learning. The study further highlights the significant role that teachers’ unions can play in providing high-quality PD – indeed a tool for school improvement – which challenges the body of research that characterizes these unions as barriers to educational change. She is also spearheading a research project in Saskatchewan that explores the Facilitator Community, an initiative where classroom teachers develop and deliver PD for their fellow educators. Internationally, Dr. Osmond-Johnson has contributed to a comparative study of teacher PD policies and practices in Canada, Finland, China, Singapore and Australia.
To access a Q&A article with Dr. Osmond-Johnson, and for a bibliography of her work, please visit: http://www.edcan.ca/cliffordaward
About the Pat Clifford Award
The Pat Clifford Award recognizes the work of emerging researchers – their research contributions, their promise, and their commitment to breaking new ground or revisiting commonly held assumptions in education policy, practice or theory in Canada.