1. Dr. Stephanie Chitpin

2.  Prior to joining the Faculty of Education  Vice-Principal with the Toronto District School Board.  Resource Teacher with Peel District School Board.  Teacher of Core French, French Immersion, English Social Sciences and Math from Kindergarten to Grade 12

3.  The Great Philosopher: Karl Popper  Popper’s approach for teachers’ growth of knowledge  Popper’s schema for questioning teachers’ own knowledge and skills  sustained process of inquiry, reflection and communication, teachers can become avid learners of their own expertise

4.  Faculty of Education since 2004  Taught the following courses the following courses - Curriculum Design and Evaluation both face-to face and online -leadership, research methodology, issues in teaching and program organization courses to adult learners.

5.  An active and innovative research program funded by 1. Social Sciences Humanities Research Council of Canada (SSHRC) 2. Ministry of Education in Ontario 3. University of Ottawa focusing on the Objective Knowledge Growth Framework (OKGF) which was originally developed and used in my thesis. Objective Knowledge Growth Framework

6.  External Research Funding  2004 to 2010 Total = $464,334$464,334  Internal Research Funding  2004 to 2010 Total = $13,360$13,360

7.  Chapters in books ………………………………22  Papers in refereed journals..………………..1010  Communication in refereed conference proceedings and presentations..…………..2727

8.  2010  The International Professional Development Conference, Birmingham, UK, November. The International Professional Development Conference  Association pour le Developpement des Methodologies d’Evaluation en Education, Quebec, QC, Nov.  The Canadian Society for the Study in Education, Montreal, QC, May.  12th Annual International Conference on Education, Athens, Greece, May  Research Fair, the Faculty of Education, University of Ottawa, ON, March.  2009  International Conference of Education, Research and Innovation, Madrid, Spain, November.  The Canadian Society for the Study in Education, Ottawa, ON, May.  The American Educational Research Association, San Diego, CA, April  2008  Paris International Conference on Education, Economy & Society, Paris, France, July.  The Canadian Society for the Study in Education, Vancouver, BC, May.  2007  The Society, Culture & Literacies Group of the Faculty of Education, University of Ottawa, ON, March.  The American Educational Research Association, Chicago, Ill, April.  The Canadian Society for the Study in Education, Saskatoon, SK, May. Continue… Continue…

9.  2006  The Canadian Society for the Study in Education, Toronto, ON, May.  The American Educational Research Association, San Francisco, CA, April.  2005  The Canadian Society for the Study in Education, London, May.  2004  The Canadian Society for the Study in Education, Manitoba, May.  2002  The Hong Kong Educational Research Association Conference, Hong Kong, June  OISE/UT Conference, Toronto, March.  2001  Canadian Society for the Study in Education, Quebec, May

10.  Presentation Presentation

12. Graduate Courses  EDU 5461 - Managing Change in Educational Organizations – 2008, 2010  EDU 5230 - Educational Leadership in Educational Organizations – 2007, 2009  EDU 5265 - Contemporary Issues in Curriculum and program Organization – 2006  EDU 5190 - Introduction to Research in Education – 2006  EDU 6259 - Research and Contemporary Issues in Teaching and Learning – 2005, 2009  1999Y - Childhood Education, University of Toronto - 2000-2003 Undergraduate Courses  PED 3103 - Curriculum Design and Evaluation (on-line) – 2004 to 2010  PED 2142/3142 - Reflection in Practice – 2006 to 2008  PED 3105 - Reflective Practice Seminar – 2004 to 2005  ED 371 - Teaching Elementary Language Arts - 2004  ED 306 - Human Development - 2003-2004  ED 408 - Teaching Reading – 2003

13. P1 Problem Identification TT1 Tentative Theory EE1 Error Elimination Pn New Problem or Revised Problem

14. Definition of Problem (P1):  the problem(s) you face in your school or organization  What are difficult problems?  What makes them problematic?

15. Definition of ‘TT1’:  a statement that helps you solve the identified problem.  synonyms for policies, standards, guidelines, steps, criteria.

16. Definition of ‘EE1’:  the detection of weaknesses and limitations when applying the theory to solve the problem;  one or more of the criteria are not met.

17. Identification of problem (PI) What do I do for students who failed to take the required quiz in Module 3? Identification of Assessment Issue(A2) What assessment can I use to obtain the same information with the multiple choice quiz? Identification of Assessment Issue(A3) What assessment can I use to provide me with evidence of my students’ understanding of Mod. 3 Identification of Theory (TT1) To use the UbD Design Standards, Stage 2 “Are a variety of appropriate assessment formats used to provide additional evidence of learning?” I can ask those students to provide me with a reading response on Mod. 3 to show evidence of learning. Identification of Theory(TT2) To use the UbD Design Standards, Stage 2 “Are a variety of appropriate assessment formats used to provide additional evidence of learning?” I can ask them to answer specific questions related to all the readings for Mod. 3 to show evidence of learning. Identification of Theory (TT3) To use the UbD Design Standards, Stage 2 “ Students asked to exhibit their understanding through authentic performance tasks? I can ask them to construct a performance task such as “presentation” to show evidence of learning Error Elimination (EE1) Is this doable? Yes, In asking students to submit a reading response, they choose to elaborate on areas of their strengths or areas they feel passionate about, thus it does not provide me with an accurate picture as to whether they have a sound understanding of all the readings. In sum, the reading response does not give me the same information that a multiple choice quiz would. Error Elimination (EE2) Is it feasible? No, given that I am teaching multiple sections of the same course, it will not be feasible for me to read and grade their answers to my questions on Module 3, not to mention that it will take me time to construct reliable, valid and fair questions that will give me the same information that the multiple choice quiz would. Error Elimination (EE2) Is it useful? Yes, as it would be a good experience for them to present their understandings of Module 3 to their classmates. The rest of the class will have a chance to further pose questions to test their knowledge of the subject. However, since this is an on-line course, scheduling a classroom might be problematic.

18. YearSourceTypeAmount/yrPurpose 2010SSHRCG$107,000 Co-Investigator Research 2009University of OttawaO$6,000 Principal Investigator Teaching 2008University of OttawaO$6,000 On-line Course Developer Teaching 2008SSHRCG$37,968 Principal Investigator Research 2007Ministry of Education of Ontario G$300,000 Collaborator Research 2004NASA/UAHO$7,366 USD$ Principal Investigator Research YearSourceTypeAmount/yrPurpose 2010SSHRCG$148,373Research EXTERNAL RESEARCH FUNDING SUBMITTED

19. YearSourceTypeAmount/yrPurpose 2010University FundsO$1,500Travel 2009University FundsO$1,500Travel 2008University FundsO$1,500Travel 2007University FundsO$2,800Travel 2006University FundsO$1,000Travel 2005University FundsO$1,000Travel 2004Faculty of EducationO$4,060Research

20.  2009  A principal’s view on the use of the Objective Knowledge Growth Framework (OKGF) as a reflection tool web link - pdf In. M. P. Caltone, Handbook of Lifelong Learning Developments, New York, NY, Nova Science Publishers, Inc. Ch. 12, pp.1-15. web link  2003  “From Uncertainty to Knowledge Growth through Individual Reflection,” in Australian College of Educators, Teachers as Leaders in a Knowledge Society (The College Year Book, 2003), pp. 33 ‑ 44.

21.  2010  A Critical Approach for Building Teacher Knowledge – linklink  Can mentoring and reflection cause change in teaching practice? A professional development journey of a Canadian teacher educator - linklink  Should Popper’s view of rationality be used for promoting teacher knowledge?  Pre-service Teachers’ Thinking about Student Assessment Issue - linklink  2009  Even if no one looked at it, it was important for my own development: Pre-service teacher perceptions of professional portfolios - linklink  2008  Pre-service teachers’ use of the Objective Knowledge Growth Framework for reflection during practicum - linklink  2006  Exploring the Popperian Framework in a Pre-Service Teacher Education Program. - linklink  The use of reflective journal in initial Teacher Training: A Popperian analysis  2005  The role of professional portfolios for teachers  Authentic assessment of student work: The use of portfolios.

22.  2010  A Canadian pre-tenure teacher educator’s professional development journey: Her struggles in teaching at the University level. The International Professional Development Conference, Birmingham, UK, November.  Using Popper’s critical approach in a Curriculum Design and Evaluation course. 12th Annual International Conference on Education, Athens, Greece, May  Application of an introspective approach for investigating pre-service teachers’ thinking about student assessment issues. 12th Annual International Conference on Education, Athens, Greece, May.  2009  Using the Objective Knowledge Growth Framework to collect research data on pre-service teachers’ problem solving processes. International Conference of Education, Research and Innovation, Madrid, Spain, November.  A principal’s understanding and experience of reflective practice. International Conference of Education, Research and Innovation. Madrid, Spain, November.  2008  A critical analysis of the evidence of the objective knowledge growth framework in teacher portfolios. Paris International Conference on Education, Economy & Society, Paris, France, July.  The use of the objective knowledge growth framework for developing pre-service teachers' professional skills. Paris International Conference on Education, Economy & Society, Paris, France, July. Presentations

23.  2010  The Objective Knowledge Growth Framework in [and] Principal’s Decision Making. International Professional Development Association Conference, Birmingham, UK, November. The Objective Knowledge Growth Framework in [and] Principal’s Decision Making  Utilisation d'une approche poppérienne afin de faire évoluer les représentations des étudiants- maîtres en matière d'évaluation des apprentissages. Association pour le Developpement des Methodologies d’Evaluation en Education, Quebec, QC, Nov.  Developing Pre-service Teachers’ Critical Thinking: A Popperian approach. The Canadian Society for the Study in Education, Montreal, QC, May.  Redesign of an Online Course Through a Peer-to-Peer Mentoring Process.The Canadian Society for the Study in Education, Montreal, QC, May.  Organizer and Chair of Teacher Education and Critical Pedagogy.12th Annual International Conference on Education, Athens, Greece, May  Applying Popper’s Critical approach to Teacher Education. Research Fair, the Faculty of Education, University of Ottawa, ON, March.  2009  Objective Knowledge Growth Framework: A self-report data collection method on decision- making processes.The Canadian Society for the Study in Education, Ottawa, ON, May.  Objective Knowledge Growth: A framework for pre-service teachers. The American Educational Research Association, San Diego, CA, April  2008  Using the Objective Knowledge Growth Framework as a reflection model for teacher professional portfolios. The Canadian Society for the Study in Education, Vancouver, BC, May. Continue

24.  2007  Pre-service teachers reflective practices on behaviour management. The Society, Culture & Literacies Group of the Faculty of Education, University of Ottawa, ON, March.  The teacher education reflective seminar and the professional portfolio.The American Educational Research Association, Chicago, Ill, April.  Pre-service teachers reflective practices on behaviour management. The Canadian Society for the Study in Education, Saskatoon, SK, May.  Self-directed professional inquiry and the principalship: The objective knowledge growth. The Canadian Society for the Study in Education, Saskatoon, SK, May. 2006  Professional portfolio and pre-service teachers: A reflective practice. The Canadian Society for the Study in Education, Toronto, ON, May.  Reflective Practice with Pre-service Teachers. The American Educational Research Association, San Francisco, CA, April.  2005  A Popperian analysis for guiding reflective practice in pre- service teachers. The Canadian Society for the Study in Education, London, May.  2004  Exploring the Popperian Knowledge Building with Pre-Service. The Canadian Society for the Study in Education, Manitoba, May.  2002  The use of professional portfolios for teachers’ professional growth and development. The Hong Kong Educational Research Association Conference, Hong Kong, June  Professional journeys: Reflecting on the role of portfolios in preservice teacher education. OISE/UT Conference, Toronto, March.  2001  Student portfolios: Changing the way we assess students in the twenty-first century. Canadian Society for the Study in Education, Quebec, May