Research-Invested Schools.
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Key details
Day 1: Thursday 14 August, 8:00am to 4:00pm, Ivanhoe Grammar, Ridgeway Campus
Plus Conference Dinner, 6:00pm, Motor, Hawthorn
Day 2: Friday 15 August, 8am to 4pm, Friday, 15 August, Scotch College, Hawthorn
Cost:
Registration closes: 5pm, Friday 8 August
Enquiries: [email protected]
Proudly co-hosted by:
Plus Conference Dinner, 6:00pm, Motor, Hawthorn
Day 2: Friday 15 August, 8am to 4pm, Friday, 15 August, Scotch College, Hawthorn
Cost:
- Both days: $150
- Day registration: $75
- Conference dinner: $80
Registration closes: 5pm, Friday 8 August
Enquiries: [email protected]
Proudly co-hosted by:
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Program
The program has been designed to maximise opportunities to connect and learn from one another, as well as input from leaders in schools and universities.
Day 1 | Thursday 14 August
Ivanhoe Grammar School, Ridgeway Campus
Time |
Event |
8:30 |
Arrive / Register |
9:15 |
Conference welcome Gerard Foley, Principal of Ivanhoe Grammar School |
9:30 |
Keynote: Research with Results: Lessons from the Crowther Centre at Brighton Grammar Ray Swann and Mark Dowley (The Crowther Centre) |
11:00 |
Morning tea |
11:30 |
Research Tracks: Track A: How to? Starting your research-invested school journey Kim Pressick-Kilborn (Trinity Grammar School, NSW) Track B: What next? Established research-invested schools Victoria Leighton (Anglican Church Grammar School (Churchie), QLD) |
12:15 |
WORKSHOP BLOCK 1 Leading a Culture of Research and Inquiry The King's School Leader Journal: Mandatory research publication as an augmentation to leadership training David Hastie (The King’s School, NSW) Translating Research into Practice Cultures of Creativity: Enhancing Creative Thinking Across the Curriculum Geoff Gates (The Hills Grammar School, NSW) Emerging Voices and New Research Pathways Parallel Pathways to Professional Growth: Reframing Professional Learning and Accreditation for Middle Leaders Sarah Warby (Australian Catholic University) Emerging Voices and New Research Pathways Learners as Researchers: Empowering Student Voice Through Action Inquiry Jude Arbuthnot (Westlake Boys High School, NZ) |
1:00 |
Lunch |
1:45 |
WORKSHOP BLOCK 2 Leading a Culture of Research and Inquiry Leading Research-Practice Partnerships Jennifer Levitt (University of Queensland, QLD) Translating Research into Practice Cultivating Culture and Connection: Strengths-Based Pastoral Care and Shared Values Simon Annett & Sarah Moss-Holland (Marcellin College, VIC) Emerging Voices and New Research Pathways Delaying Social Media and Access to Smartphones for Year 7: A Transitional Approach to High School Jackie Hunt (Hale School, WA) |
2:30 |
SPOTLIGHT SESSION #1: The future of educational research in Australia Julie McLeod (University of Melbourne) Jo Lampert (Monash University) |
3:10 |
Q&A Panel Julie McLeod (University of Melbourne) Jo Lampert (Monash University) |
3:45 |
Day 1 close |
6:00 |
Conference Dinner (optional) Motor, Glenferrie Rd, Hawthorn |
Day 2 | Friday 15 August
Scotch College, Hawthorn
Time |
Event |
8:45 |
Arrive / Register |
9:10 |
Welcome Scott Marsh, Principal of Scotch College RIS Research Project Update: Terry Byers (Anglican Church Grammar School (Churchie), QLD) |
9:30 |
Keynote: 'Leading sustainable change: Research translation, implementation science, and learning from failure' Emina McLean What is leadership? How do we lead? What impact are we having? What do we need to know about implementation science and change management? Why do initiatives in Education usually fail? Establishing the effectiveness of an approach through research will never be enough to guarantee or support impactful uptake, and often research does not hold space for the fragile equilibria and challenging milieu of schools. This keynote presentation will provoke, challenge, and inspire you to build sustainable systems and processes for effective and lasting leadership in your context. |
10:30 |
Morning tea |
11:00 |
WORKSHOP BLOCK 3 Leading a Culture of Research and Inquiry Learning From, With, and For the World: Embedding a Culture of Research at St Michael’s Grammar School Rebecca Lucas, Belinda Klose, Neil van Herk and Ross Phillips (St Michael’s Grammar, VIC) Translating Research into Practice Pedagogical Impact - How can constructivist pedagogies impact learning, in school and beyond? Daniel Bateman (Parramatta Marist High School, NSW) Translating Research into Practice Why Good Teachers Seem to Stumble in New Spaces Vicky Leighton (Anglican Church Grammar School, QLD) Emerging Voices and New Research Pathways The Whole is Greater than the Parts: Developing an Interstate Research Collaborative between Kambala and Ruyton Cathryn Furey (Ruyton Girls’ School, VIC) |
12:00 |
SPOTLIGHT SESSION #2: Lessons from the Q Project: Mark Rickinson (Monash University/Q Project, VIC) |
1:00 |
Lunch |
1:45 |
WORKSHOP BLOCK 4 Leading a Culture of Research and Inquiry Driving Strategic Change through Whole School Teacher Inquiry Groups Cathryn Furey (Ruyton Girls’ School, VIC) Translating Research into Practice The Development of Character: Exploring the Current Landscape of Experience in Years 5-12 Christine Lambriandis & Demi Voulgaris (Westbourne Grammar, VIC) Emerging Voices and New Research Pathways Temporal patterns in schools: towards a way forward in addressing time poverty Cameron Bacholer (Trinity College, SA) |
2:30 |
Closing Panel: Opportunities through the networks of Research-Invested Schools Caitlin Munday (Scotch College, VIC), Aaron Columbus (Wellington College, NZ), Hugh Chilton (The Scots College, NSW) |
3:15 |
Close |
Keynote Speakers
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Dr Mark Dowley, The Crowther Centre
Dr Mark Dowley co-authored the Amazon Best Selling (Aus &UK) – Classroom Management Handbook. He holds various positions including the Associate Head – Staff Development at the Crowther Centre for Applied Educational Research, Senior Fellow at the Centre for Coaching, Mentoring and Professional Learning at Leeds Beckett University and Director of Programs for the Foundation for Positive Masculinity. For over 15 years, Mark has taught and presented in schools from Papua New Guinea to New York and has received multiple teaching awards. He is the Chair of Mastery Schools Victoria and consults internationally to schools on culture, belonging and behaviour. Mark completed his Doctor of Education and Masters in Education Policy (International) at the University of Melbourne. He also teaches mathematics to teenagers in Melbourne, Australia. |
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Dr Ray Swann, The Crowther Centre and Foundation for Positive Masculinity
Dr Ray Swann is Head of the Crowther Centre. He completed his PhD in medical education at the Austin Hospital, Department of Surgery, University of Melbourne and his Masters by research at the Melbourne Graduate School of Education. He is presently an honorary fellow at the University of Melbourne. Ray has worked across government, independent and single gender contexts, and now leads change in the wellbeing programs and evidence informed practice. He was recognised as a national Top 50 educator in 2019 and received an Australian Council of Educational Leadership New Voice scholarship in 2020. Previously, Ray was a Head of School, and school improvement consultant working for a large organisation. Ray is an internationally published academic author and reviewer, author of a children’s book (Brio Publications due in 2022), host of the Understanding Boys podcast (which has trended in the Top 5 parenting podcasts in Australia with 65k followers), and a sought-after consultant in identity performance coaching for medical and surgical trainees (assisting them with preparations and building confidence for their gruelling interview process prior to residency). Ray has also run allied health workshops through the award-winning not-for-profit company Identity Theatre which he founded in 2002. |
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Prof Julie McLeod, The University of Melbourne
Julie McLeod is Professor of Curriculum, Equity and Social Change in the Faculty of Education and from 2017 to 2023 was Pro-Vice Chancellor (Research Capability) at the University of Melbourne. She has previously been an Associate Dean Graduate Research and is a former deputy and interim director of the Melbourne Social Equity Institute. She held an ARC Future Fellowship (2012-2016) on Youth identity and educational change in Australia since 1950':and in 2022-23 she was a Leader-in-Residence (Pedagogy) for the international foundation, The Atlantic Institute, based at the University of Oxford. She is currently President of the Australian Association for Research in Education, co-editor of the journal History of Education Review, and an elected Fellow of the Academy of Social Sciences Australia. Her research is in the history and sociology of education, focussing on youth, gender, inequalities, curriculum and educational reform. She has a longstanding interest in genealogies of educational ideas and qualitative methodologies, including digital methods and data archiving. She has taught widely across programs in gender studies, sociology of education and qualitative research methods. Current research projects include Progressive Education and Race: A transnational Australian history, 1920s-50s' (ARC DP 2020-23); Schooling Memories: oral histories of schooling in the mid decades of the 20th century; and Making Futures a longitudinal study of youth identities, generational change and education. Books include include: Temporality, Space and Place in Education and Youth Research (2023); Uneven Space-Times of Education: Historical Sociologies of Concepts, Methods and Practices, (2018); Rethinking Youth Wellbeing, (2015); The Promise of the New and Genealogies of Educational Reform (2015); Researching Social Change: Qualitative Approaches (2009); and Making Modern Lives: Subjectivity, Schooling and Social Change (2006). |
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Prof Jo Lampert, Monash University
Jo Lampert is Professor of Teacher Education for Social Transformation in the Faculty of Education, Monash University. Jo has worked in teacher education for the past 25 years to research how teachers can be prepared to address educational inequalities in the hardest-to-staff schools in metropolitan, regional, rural and remote Australia. Originally from Canada, she is recognised as a leading international researcher in the area of social justice and teacher education with particular expertise in the 'real-life' constraints and affordances faced by school systems servicing students from marginalised and historically disadvantaged communities. Jo works closely with First Nations colleagues and community organisations, government and schools to ensure the best possible outcomes for the young people who need them most. She co-leads the Faculty’s Education for the Future Impact Lab, and leads its Transforming Teacher Education for Social Impact Research and Scholarship group. Jo is currently Chief Investigator on two Australian Research Council grants: one on co-design with Indigenous communities and the other as Lead Investigator researching the lived experiences of those teachers who remain in very hard to staff schools experiencing extreme teaching shortages. Jo has been an Executive Member on the board of the Australian Association for Research in Education, has been a keynote speaker at international conferences, and has worked with a range of international organisations including the World Educational Association for Research (WERA). Jo is regularly invited to comment in the media, and is Editor-in-Chief of the Oxford Encyclopedia of Critical Perspectives in Education. |
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Emina McLean
Emina is an Australian language and literacy expert with over fifteen years of experience across primary, secondary, and tertiary education. She is currently completing her PhD (Education). Emina is a lecturer, researcher, English and literacy leader, coach, professional learning provider and education consultant. She works closely with the Victorian and Tasmanian state education systems (currently focused on Lifting Literacy, Phonics Plus, and the Year 1 Phonics Check) and partners frequently with The Victorian Academy of Teaching and Leadership to deliver professional learning to leaders and teachers. Emina also works with key sector stakeholders such as the Australian Education Research Organisation, the Victorian Curriculum Assessment Authority and Ochre, as well as schools, leaders, and teachers, to develop ambitious and rigorous assessment, curriculum and instructional practices in English and literacy. In 2022 Emina was named one of 52 Australian newsmakers by The Sydney Morning Herald and The Age for her contributions to Education and she won the Learning Difficulties Australia Mona Tobias Award for her research and practice contributions in the literacy domain. Emina is currently leading several small- and large-scale implementation projects across Australia, focused on building sustainable systems for quality literacy education delivery within schools. |
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Associate Professor Mark Rickinson, Monash University
Mark Rickinson is Associate Professor and Acting Associate Dean (Research) in the Faculty of Education at Monash University. Mark is an experienced educational researcher, evaluator and facilitator who has particular expertise in research/evidence-informed policy and practice. Mark’s work is focused on supporting educational improvement through the quality use of research and evidence. He was Director of the Monash Q Project (2019-2024) and is now Co-Director of Monash Q Lab, a new initiative to help schools and systems to use research and evidence well within their decision making and practice development. |
Call for Papers - now closed
Theme: From Research to Practice – Inspiring/Leading Change in Schools
The Research Invested Schools (RIS) Network is pleased to open its Call for Papers for the 2025 National Conference. We are committed to delivering an exceptional experience that is intellectually stimulating, immersive, and thought-provoking. This year’s conference builds on the success of previous years and welcomes both new and returning schools to contribute to our growing national network.
Purpose of the Call for Papers
The RIS Network invites educators, school leaders, researchers, and collaborators to submit papers or presentations that explore the intersection of research and practice. We are seeking proposals that demonstrate how schools are engaging with research to inform practice, lead change, and foster a culture of inquiry.
Conference Themes for 2025
To guide submissions and support a diverse range of contributions, we invite papers under one of the following three themes:
1. Leading a Culture of Research and Inquiry
This theme explores how schools are building and sustaining research-rich cultures through leadership, systems, and strategic intent.
Suggested topics:
Translating evidence into leadership strategy
2. Translating Research into Practice
Papers in this theme should demonstrate how research has informed tangible practices in the classroom, curriculum, or policy.
Suggested topics:
This theme invites contributions from individuals or schools new to research or exploring innovative, bold approaches.
Suggested topics:
Submission Guidelines
Submit via the following link: https://forms.office.com/r/Yp25UW7PWE
Selection Process
Submissions will be reviewed by the RIS Conference Committee for relevance, clarity, and alignment to conference themes. Selected presenters will be notified by 28 July.
The Research Invested Schools (RIS) Network is pleased to open its Call for Papers for the 2025 National Conference. We are committed to delivering an exceptional experience that is intellectually stimulating, immersive, and thought-provoking. This year’s conference builds on the success of previous years and welcomes both new and returning schools to contribute to our growing national network.
Purpose of the Call for Papers
The RIS Network invites educators, school leaders, researchers, and collaborators to submit papers or presentations that explore the intersection of research and practice. We are seeking proposals that demonstrate how schools are engaging with research to inform practice, lead change, and foster a culture of inquiry.
Conference Themes for 2025
To guide submissions and support a diverse range of contributions, we invite papers under one of the following three themes:
1. Leading a Culture of Research and Inquiry
This theme explores how schools are building and sustaining research-rich cultures through leadership, systems, and strategic intent.
Suggested topics:
- Building research-informed leadership teams
- Creating a whole-school culture of inquiry
Translating evidence into leadership strategy
2. Translating Research into Practice
Papers in this theme should demonstrate how research has informed tangible practices in the classroom, curriculum, or policy.
Suggested topics:
- Action research projects
- Evidence-informed pedagogy
- Curriculum innovation driven by data
- School-based trials of research methods
This theme invites contributions from individuals or schools new to research or exploring innovative, bold approaches.
Suggested topics:
- Pilot or early-stage research projects
- Student-led or community-based inquiry
- Collaborations across schools or sectors
- Starting small: initial steps in research engagement
Submission Guidelines
- Abstracts should be 100–200 words in length.
- Presentation length 45 minutes
- Include title, author(s), school or organisation, and relevant theme.
- Clearly articulate the purpose, context, methods (if applicable), and impact of the work.
- Deadline for submission: 21 July
Submit via the following link: https://forms.office.com/r/Yp25UW7PWE
Selection Process
Submissions will be reviewed by the RIS Conference Committee for relevance, clarity, and alignment to conference themes. Selected presenters will be notified by 28 July.
Getting to the Gathering
The conference will be held across 2 schools to give delegates a good chance to see different Research-Invested Schools in-person.
Both schools are easily accessible by train and tram, and a 30-40 minute drive to Melbourne Airport.
Both schools are easily accessible by train and tram, and a 30-40 minute drive to Melbourne Airport.
Thursday 14 August
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41 The Ridgeway, Ivanhoe VIC 3079
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Friday 15 August
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1 Morrison Street, Hawthorn VIC 3122
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Why attend?
Connect
Connect with other research leaders from schools around Australia to build relationships that lead to new ideas, collaborative projects, and growth in your role.
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Learn
Learn from colleagues about what's working well in their school, and from leaders in the secondary and tertiary sectors about the big trends shaping research in Australia and worldwide.
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Lead
Lead the future of research in Australia by shaping the Research-Invested Schools Network's agenda into the years ahead.
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What participants have said
"Amazing insights across the two days"
"One of my favourite events so far, as is so niche and helpful"
"Such a positive, collegial and professional space"
"One of my favourite events so far, as is so niche and helpful"
"Such a positive, collegial and professional space"