Professor Helen Timperley

Professor Helen Timperley

School of Learning, Development and Professional Practice

phone +64 9 623 8899 ext 87401
fax n/a
office H411
email h.timperley@auckland.ac.nz
website n/a

Programmes

Master of Education
 

Teaching Area/Interests

Promoting professional learning
 

Research Interests (area & methodologies)

Policy, Leadership and Professional Learning

Research Projects

  • Building Evaluative Capability in Schooling Improvement
  • Research into the Professional Development in Literacy Project
     

Selected Recent Relevant Publications

Articles in peer refereed journals

  • TIMPERLEY, H.S. Knowledge and the leadership of learning. Leadership and Policy in Schools. 10, 1-26. 2011
  • TIMPERLEY, H.S. Teacher professional development that has positive outcomes for students. Revue Francaise de Pédagogie on Student assessment, teacher professional development, and transformations of the school organisation. Reflections around Anglo-Saxon experiments. 2011
  • ROBINSON, V., MCNAUGHTON, S., TIMPERLEY, H. Building Capacity in a Self-Managing Schooling System. Journal of Education Administration. In press. 2011.
  • PARR, J.M., & TIMPERLEY, H.S. Feedback to writing: assessment for teaching and learning and student progress, Assessing Writing, 15, 68-85, 2010.
  • PARR, J.M. & TIMPERLEY, H.S. Multiple “black boxes”: Inquiry into learning within a professional development project. Improving Schools, 13(2), 158-171, 2010.
  • MILLWARD, P. & TIMPERLEY, H.S. ‘Organizational learning facilitated by instructional leadership, tight coupling and boundary spanning practices’ Journal of Educational Change, 11(2). 139 -155, 2010.
  • PARR, J.M., & TIMPERLEY, H.S. Feedback to writing, assessment for teaching and learning and student progress, Assessing Writing. (In press).
  • PARR, J.M. & TIMPERLEY, H.S. Multiple “black boxes”: Inquiry into learning within a professional development project. Improving Schools. In press.
  • TIMPERLEY, H. & PARR, J. ‘Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy’ Research Papers in Education, 24(2), 135-154, 2009.
  • TIMPERLEY, H.S. & PARR, J.M., & BERTANEES, C. ‘Promoting professional Inquiry for Improved Outcomes for Students in New Zealand’ Professional Development in Education, 35(2), 227-245, 2009.
  • MILLWARD, P. & TIMPERLEY, H.S. ‘Organizational learning facilitated by instructional leadership, tight coupling and boundary spanning practices’ Journal of Educational Change, 11(2). 139 -. 2010
  • SMITH, S., & TIMPERLEY, H. ‘Potential Chokepoints in the National Certificate of Educational Achievement for Attaining University Entrance’ New Zealand Journal of Educational Studies, 43(1), 63-72, 2009.
  • TIMPERLEY, H.S. & PARR, J.M. ‘What is This Lesson About? Instructional Processes and Student Understandings in Writing Classrooms’ The Curriculum Journal, 20(1), 43-60, 2009.
  • LAI, M., MCNAUGHTON, S., TIMPERLEY, H. & HSIAO, S. ‘Sustaining Continued Acceleration in Reading Comprehension Achievement Following an Intervention’ Educational Assessment, Evaluation and Accountability, 1(1), 81-100, 2009.
  • TIMPERLEY, H.S. ‘A Distributed Perspective on Leadership and Enhancing Valued Outcomes for Students’ Journal of Curriculum Studies, 40(6), 821-833, 2008.
  • TIMPERLEY, H.S. & ALTON-LEE, A. ‘Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners’, 328-369. In G. Kelly, A. Luke and J. Green (Eds.) ‘Disciplines, Knowledge and Pedagogy’ Review of Research in Education, Vol. 32. Washington, DC, Sage Publications, 2008.
  • PARR, J.M., & TIMPERLEY, H.S. ‘Teachers, schools and using evidence: Considerations of preparedness’ Assessment in Education: Principles, Policy and Practice, 15(1), 57-71, 2008.
  • PARR, J.M., REDDISH, P., & TIMPERLEY, H. ‘Issues in using student achievement data in decision making: The case of reading’ New Zealand Journal of Educational Studies, 42 (1), 47-64, 2007.
  • TIMPERLEY, H.S. & PARR, J.M. ‘Closing the Achievement Gap through Evidence-based Inquiry at Multiple Levels’ Journal of Advanced Academics, 19(1), 99-115, 2007.
  • ROBINSON, V.M.J. & TIMPERLEY, H.S. ‘The leadership of the improvement of teaching and learning: Lessons from initiatives that have positive outcomes for students’ Australian Journal of Education, 51(3), 247-262, 2007.
  • MILLWARD, P., & TIMPERLEY, H. ‘Organizational Learning Facilitated by the Use of Student Achievement Information’ International Journal of Learning, 2007.
  • 2007. Hattie, J., & Timperley, H. The power of feedback. Review of Educational Research, 77(1), 81-112.
  • 2006. Timperley, H.S. Learning challenges involved in developing leading for learning. Educational Management Administration and Leadership, 34(4), 549-566.
  • 2006. Freeman, L.M., Adair, V., Timperley, H., & West, S. (2006). The influence of the birthplace and models of care on midwifery practice for the management of women in labour. Women and Birth, 19, 97-105.
  • 2005. Timperley, H.S. Instructional leadership challenges: The case of using student achievement information for instructional improvement. Leadership and Policy in Schools, 4(1), 3-22
  • 2005. Timperley, H.S. Distributed leadership: Developing theory from practice. Journal of Curriculum Studies. 37(6), 395-420
  • 2005. Timperley, H.S. & Parr, J.M. Theory competition and the process of change. Journal of Educational Change, 6(3), 227-252
  • 2004. Timperley, H.S., & Robinson, V.M.J. O le Tala ia Lita - Lita’s Story: The Challenge of Reporting Achievement to Parents. New Zealand Journal of Educational Studies, 39(1), 91-112
  • 2003. Timperley, H.S., & Robinson, V.M.J. Partnership as intervention strategy in self-managing schools. School Effectiveness and School Improvement, 14(3), 249-274
  • 2003. Timperley, H.S. Addressing Teachers’ Expectations of student achievement in New Zealand schools. New Zealand Journal of Educational Studies, 38 (1), 73-88
  • 2003. Timperley, H.S. & Phillips G. Changing and Sustaining Teachers’ Expectations Through Professional Development in Literacy. Journal of Teaching and Teacher Education, 19, 627-641
  • 2003. Timperley, H.S., McNaughton, S., Howie, L., & Robinson, V.M.J. Transitioning from Early Childhood to School: Teachers’ Beliefs and Practices. Australian Journal of Early Childhood, 28(3), 32-38
  • 2003. Robinson, V.M.J., Ward, L. & Timperley, H.S. The difficulties of school governance: A layperson’s Job? Educational Management and Administration, 31, 263-282
  • 2003. Timperley, H.S. Evidence-based leadership: The use of running records. New Zealand Journal of Educational Leadership,18, 65-76
  • 2003. Symes, I. & Timperley, H.S. Using Achievement Information to raise student achievement at Robertson Road; Set: Research Information for Teachers, No. 1, 36-39
  • 2002. Robinson, V.M.J., Phillips, G., & Timperley, H. Using achievement data for school-based curriculum review: A bridge too far? Leadership and Policy in Schools 1 (1), 3-29
  • 2002. Timperley, H.S., & Robinson, V.M.J. Partnership: Accomplishing important work together. Set: Research Information for Teachers, 3, 34-38
  • 2001. Timperley, H.S. & Robinson, V.M.J. Achieving school improvement through challenging and changing teachers’ schema. Journal of Education Change, 2, 281-300
  • 2001. Timperley, H.S. ‘Mentoring conversations designed to promote student teacher learning.’ Asia-Pacific Journal of Teacher Education. 29(2), 111-123
  • 2001. Symes, I. Jeffries, L., Timperley, H., Kuin Lai, M. Evaluating a new approach to professional development in literacy at Viscount School. Set: Research Information for Teachers, 2, 3-6
  • 2001. Marino, C., Nicholl, J., Paki-Slater, M., Timperley, H., Kuin Lai, M. Reporting to parents at Nga Iwi School. Set: Research Information for Teachers, 2, 3-6
  • 2000. Timperley, H.S. & Robinson, V.M.J. Workload and the professional culture of teachers' Educational Management and Administration. 28(1), 47-62
  • 2000. Robinson, V.M.J. & Timperley, H.S. 'The link between accountability and improvement: The case of reporting to parents.' Peabody Journal of Education, 75(4), 66-90
  • 2000. Timperley, H.S. & Robinson, V.M.J. Innovation and the Persistence of Old Solutions. Journal of Educational Inquiry. 1(1)


Recent Books

  • 2011. TIMPERLEY, H.S. Realizing the Power of Professional Learning. London: Open University Press. 196 pgs.
  • 2010. TIMPERLEY, H.S. & ROBERTSON, J. Leadership and Learning. Sage Publications, 245 pgs.
  • 2010. Timperley, H.S. & Parr, J. Weaving Evidence, Inquiry and Standards to Build Better Schools. Wellington: New Zealand. New Zealand Council for Educational Research.
  • 2008. EARL, L., TIMPERLEY, H.S. Professional learning conversations: Challenging is using evidence for improvement. United Kingdom, Springer Academic Publishers, 133 pages.
  • 2008. TIMPERLEY, H.,S. Teacher Professional Learning and Development. International Academy of Education / International Bureau of Education. Netherlands, 31 pages.
  • 2004. Timperley, H. & Parr, J. Using Evidence in Teaching Practice: Implications for Professional Learning. Auckland: Hodder Moa Beckett. 152 pages
  • 2003. Timperley, H.S. Shifting the Focus: Achievement Information for Professional Learning. Wellington: Ministry of Education. 12 pages
  • 2003. Clarke, S., Timperley, H., & Hattie, J. Unlocking Formative Assessment: Practical Strategies for Enhancing Students’ Learning in the Primary and Intermediate Classroom. Auckland: Hodder Moa Beckett. 160 pages
  • 2002. Timperley, H.S. & Robinson, V.M.J. Partnership: Focusing the relationship on the task of School Improvement. Wellington: NZCER. 164 pages


Recent Chapters in Edited Books

  • TIMPERLEY, H.S. Feedback. In J. Hattie & E. Anderman. International Handbook of Student Achievement. Routledge Publishers. (In press)
  • TIMPERLEY, H.S. ‘Leading teachers’ professional learning’. In J. Robertson & H. Timperley (Eds.) Leadership and Learning. London: Sage Publications. 3-12. 2011.
  • TIMPERLEY, H.S. & PARR, J.M. Making Meaning in Classrooms: Māori Student Success in Writing In P. Whitinui (Ed.). Kia Tangi Te Tītī- Permission To Speak: Successful Schooling For Māori Students In The 21st Century- Issues, Challenges And Alternatives. NZCER. 2011.
  • TIMPERLEY, H.S. & ROBERTSON, J. ‘Establishing platforms for leadership and learning’. In J. Robertson & H. Timperley (Eds.) Leadership and Learning. London: Sage Publications. 1-12. 2008.
  • TIMPERLEY, H.S. & PARR, J. ‘What is this lesson about? Students’ Understandings I lessons about writing. In C. Rubie (Ed.). Educational Psychology: Concepts, Research and Challenges.  Routledge Publishers.
  • TIMPERLEY, H.S. ‘The mentor’s voice’. In K. Smith and M. Ulvik (Eds). Leading the way into the teaching profession – Norwegian and International Voices.Veiledning av Nye Laerere. (pp. 131-146).Oslo: Universitetsforlaget. 2011
  • TIMPERLEY, H. & PARR, J. Evidence, inquiry and standards. In H. Timperley & J. Parr (Eds). Weaving Evidence, Inquiry and Standards to Build Better Schools. Wellington: NZCER. 9-24. 2010.
  • TIMPERLEY,H., MCNAUGHTON, S. LAI, M., HŌHEPA, M. PARR, J., DINGLE, R. Towards an optimal model for building better schools. In H. Timperley & J. Parr (Eds). Weaving Evidence, Inquiry and Standards to Build Better Schools. 25-50. Wellington: NZCER. 2010.
  • PARR, J. & TIMPERLEY, H.    Where to from here? Taking stock and engaging in meta-inquiry. In H. Timperley & J. Parr (Eds). Weaving Evidence, Inquiry and Standards to Build Better Schools. 173-198Wellington: NZCER. 2010.
  • TIMPERLEY, H.S. ‘Distributing leadership to improve outcomes for students’ In K. Leithwood, B. Mascall & T. Strauss (ed.) Distributed Leadership According to the Evidence. New York, Taylor & Francis, 197-222, 2008.
  • TIMPERLEY, H.S., ANNAN, B., & ROBINSON, V.M.J. ‘Successful approaches to innovation that have impacted on student learning in New Zealand’ In C. Ng & P. Renshaw (ed.) Reforming Learning: concepts, Issues and Practice in the Asia Pacific Region. London, Springer Academic Publishers, 345-363, 2008.
  • TIMPERLEY, H.S. ‘Evidence-informed conversations making a difference to student achievement’ In L. Earl and H. Timperley (ed.) Professional Learning Conversations: Challenges in Using Evidence for Improvement. London, Springer Academic Publishers, 69-80, 2008.
  • TIMPERLEY, H.S., & EARL, L. ‘Using conversations to make sense of evidence: Possibilities and pitfalls’ In L. Earl and H. Timperley (ed.) Professional Learning Conversations: Challenges in Using Evidence for Improvement. London, Springer Academic Publishers, 121-126, 2008.
  • EARL, L., & TIMPERLEY, H.S. ‘Understanding how evidence and learning conversations work’ In L. Earl and H. Timperley (ed.) Professional Learning Conversations: Challenges in using evidence for improvement. London, Springer Academic Publishers, 1-12, 2008.
  • 2007. Teacher Professional Learning: Reframing knowledge in educational policy, research and practice through a focus on valued outcomes for diverse learners’ In A. Luke, J. Green & G. Kelly Review of Research in Education, Annual Publication of the American Educational Research Association. Vol. 32, 328-369, 2008.
  • 2006. Timperley, H.S., Annan, B., & Robinson, V.M.J. New Zealand’s approach to school reform: Successful approaches to innovation that impact on student learning. In C. Ng & R. Renshaw (Eds.) Reforming Learning: Issues, concepts and Practices within the Asia-Pacific Region. Kluwer Academic Publishers.
  • 2005. Timperley, H.S. School-Based Influences on Teachers’ Learning and Expectations. In F. Columbus (Ed.) Contemporary Teaching and Teacher Issues. (89-118) Nova Science Publishers, Inc.
  • 2002. Timperley, H.S. & Robinson, V.M.J. 'Workload and the professional culture of teachers'. In L. Kydd, W. Newton and L. Anderson (Eds.) Leading people and teams in education. (179-191). London: Paul Chapman Publishing / Sage Publications.
     

Complete publication details

  • PARR, J.M., & TIMPERLEY, H.S. Feedback to writing: assessment for teaching and learning and student progress, Assessing Writin g, 15, 68-85, 2010.
  • PARR, J.M. & TIMPERLEY, H.S. Multiple “black boxes”: Inquiry into learning within a professional development project. Improving Schools, 13(2), 158-171, 2010.

Presentations

  • Paper presented to the Ontario Education Research Symposium
Top

Professional Links

Editorial Board Membership

  • Asia Pacific Journal of Teacher Education
     

Member of:

  • Government Educational Strategy for North America
  • National Advisory Committee on Assessment
  • Te Kotahitanga Advisory Committee


University Committees served on

Faculty of Education Research Committee
 

Qualifications/Degrees

  • PhD (Auckland)
  • MA (Hons)
  • DipEdPsych
  • Dip Tchg


Previous professional experience (prior to present position)

Teaching in early childhood, primary, secondary and special education

Top




Please give us your feedback or ask us a question

This message is...


My feedback or question is...


My email address is...

(Only if you need a reply)
  

A to Z Directory | Site map | Accessibility | Copyright | Privacy | Disclaimer | Feedback on this page