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Professional appointment: Assistant Professor, Department of Leadership andEducational Administration, Faculty of Education, Brandon University, Brandon, Manitoba, Canada Professional profile: Prior to joining Brandon University’s Faculty of Education in 2015, I had an extensive career in public education. For twenty-five years I worked in a range of positions with increasing responsibility within Winnipeg School Division. This included fifteen years as a teacher and ten years as vice-principal or principal in Kindergarten to Grade Eight schools. In 2009, I took leave from my position as principal to join a doctoral cohort program titled Transformative Teaching, Leading and Learning, and completed my doctoral dissertation, titled: Developing teacher leaders for social justice: Buildingagency through community, critical reflection and action research (2014). While completing my PhD, I was a sessional instructor for the University of Manitoba and University of Winnipeg and Faculty Supervisor for a teacher candidate practicum in Manila. My record of service at the local, national and international levels is extensive. Currently, I serve as vice-president of the Canadian Association for Teacher Education (CATE) with the Canadian Society for Studies in Education (CSSE) and as a Board Member for the World Federation of Associations of Teacher Educators (WFATE). In August of 2020, I will become Graduate Program Chair for the Brandon University Faculty of Education Graduate Program. Areas of scholarship: Teacher leadership development for social justice through action researchPotential of PD simulation to develop the capacity of rural educatorsThe impact of participation on individual members of a professional learning teamFacilitating dialogue and collaboration in synchronous online classesProgram evaluation of union sponsored teacher-led learning teamProgram evaluation of professional learning networks Reflective practice Teaching foci: Classroom management (undergraduate)Teachers as leaders (undergraduate)Supervision and evaluation (graduate)Educational leadership (graduate)Action research (graduate)Summative seminar capstone course (Graduate) Selected publications: Fullan Kolton, D., & Smith, C. (2018, June). Teacher-Led Learning Team. Canadian Teachers’ Federation (CTF) Perspectives. http://perspectives-ctf-fce.ca/2018/06/14/teacher-led-learning-team/
Morin, F., Collis, K., Ruta-Fontaine, G., Smith, C., & Watt, J. (2017). Early service teachers’ experiences with a division-wide two-year teacher induction and mentorship program. In B. Kutsyuruba & K. Walker (Eds.) The bliss and blisters of early career teaching: A pan-Canadian perspective. Word and Deed Publishing.
Smith, C. (In Press). Context, catalysts and conversations: Strengthening school leaders’ capacity to initiate, facilitate and navigate change. Journal of the World Federation of Associations for Teacher Education (WFATE), 3(2). https://www.worldfate.org/journal.php
Smith, C. (2017). Inside the black box: Tracking decision-making in an action research study. Canadian Journal of Action Research, 18(2), 23-42.
Smith, C., Betts, P., & Block, L.A. (2016). Openings for social change through critical relational collaborative pedagogies. In M. Hirschkorn & J. Mueller (Eds.) What should Canada’s teachers know? Teacher capacities: Knowledge, beliefs and skills. Canadian Association for Teacher Education (CATE), 484-514. Degrees: PhD University of Manitoba; M.Ed. University of Manitoba; B.A. University of Manitoba; B.Ed., University of Manitoba Email address: smithc@brandonu.ca
Morin, F., Collis, K., Ruta-Fontaine, G., Smith, C., & Watt, J. (2017). Early service teachers’ experiences with a division-wide two-year teacher induction and mentorship program. In B. Kutsyuruba & K. Walker (Eds.) The bliss and blisters of early career teaching: A pan-Canadian perspective. Word and Deed Publishing.
Smith, C. (In Press). Context, catalysts and conversations: Strengthening school leaders’ capacity to initiate, facilitate and navigate change. Journal of the World Federation of Associations for Teacher Education (WFATE), 3(2). https://www.worldfate.org/journal.php
Smith, C. (2017). Inside the black box: Tracking decision-making in an action research study. Canadian Journal of Action Research, 18(2), 23-42.
Smith, C., Betts, P., & Block, L.A. (2016). Openings for social change through critical relational collaborative pedagogies. In M. Hirschkorn & J. Mueller (Eds.) What should Canada’s teachers know? Teacher capacities: Knowledge, beliefs and skills. Canadian Association for Teacher Education (CATE), 484-514. Degrees: PhD University of Manitoba; M.Ed. University of Manitoba; B.A. University of Manitoba; B.Ed., University of Manitoba Email address: smithc@brandonu.ca
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