Meet our global faculty of program facilitators.
Dr simon Breakspear
Simon is the creator of the Learning Sprints process and the Founder and Executive Director of Breakspear Research. Simon has advised educational leaders globally helping them to navigate disruptive change, develop innovation capabilities and drive continuous improvement for better learning.
Simon holds Bachelors degrees in Psychology and Teaching, a Masters of International and Comparative Education from the University of Oxford and a PhD in education from the University of Cambridge. He was a Commonwealth Scholar at the University of Oxford and a Gates Scholar at the University of Cambridge.
Visit Simon's website HERE.
Lynne has more than a decade of experience in strategy and innovation in Australia and the United States.
Prior to working with Agile Schools, Lynne was a Principal in the Boston Consulting Group’s Sydney and San Francisco offices, where she worked with clients in the private, government and not-for-profit sector on topics including digital innovation, building the delivery capability of government, and improving access to financial services for the poor.
Lynne holds an MBA from INSEAD, and a Bachelors degree and Masters of Philosophy from the University of Cambridge.
Ricky has significant leadership experience in education reform: working across schools, education systems and in the not-for-profit sector. She is founder and Director of EdCapital, an education consultancy. She was Founding Director of the Centre for New Public Education, held system leadership positions in US school districts and spent 7 years as a teacher and school leader.
Ricky is a Menzies Scholar and a graduate of Harvard where she completed a Masters of Education Policy and Management. She has a Bachelor of Visual Arts (Hon1) from the University of Sydney. She is currently undertaking research on how system leaders help principals improve student learning outcomes.
Visit Ricky’s website HERE.
Dr Ryan Dunn
Ryan Dunn has collaborated with and advised schools and districts in the U.S and Australia. He has worked extensively in the United States, where he led large-scale research and professional learning initiatives in New York City and California. In Australia, Ryan is a lead consultant within the Curiosity and Powerful Learning initiative that works with over 100 primary and secondary schools in Victoria and Queensland.
As a lecturer at the University of Melbourne his work focuses on teacher professional learning, educational leadership, practitioner research and design thinking. Ryan is also a critical friend and keynote presenter for the University of Melbourne Network of Schools where he has delivered keynotes on Leading Change, Professional Learning Teams and Mathematical Reasoning.
Ryan has recently submitted his PhD thesis completed under the supervision of John Hattie, focused on the effectiveness of educational design research as a form of teacher professional learning.
Cale is a District Head of Innovation and former high school Principal in British Columbia, Canada. He is the co-author of 'Changing Change Using Learner-Centered Design', and works with schools, districts, health care professionals and industry leaders in Canada, the United States and in Asia. Cale uses the principles of Learner-Centered Design (LCD), Project-Based Learning, Instructional Rounds and Learning Sprints to help leaders empower their people as learners, and to co-design immersive, impactful learning experiences that build collective efficacy and create meaningful connections throughout their organizations.
You can follow Cale on Twitter (@birklearns) or visit www.calebirk.com
Luke has previously worked for over 15 years as a teacher and school leader in the Victorian Government Secondary system. Whilst working in schools he completed the Master of School Leadership at the University of Melbourne, undertaking research into how student voice can be used to inform teacher professional learning.
Following this, Luke began his Doctoral research under the supervision of Professor John Hattie investigating how students respond emotionally and cognitively when presented with teacher feedback.
Luke is currently a Research Fellow for the Science of Learning Centre (SOLC) at the University of Melbourne, the co-director of the SOLC Partnership Initiative, and teaches in a range of Masters programs with the Melbourne Graduate School of Education.
Luke has presented locally and internationally in the area of feedback, instructional practice, and evidence-based teaching; and, works with schools and other learning organisations to optimise feedback practices and maximise their impact.
Bronwyn Ryrie Jones
Bronwyn is a Lecturer and Doctoral Candidate at the University of Melbourne (Graduate School of Education), where she specialises in clinical teaching and developmental assessment. A primary school music teacher by background, Bronwyn’s interests lie at the intersection of current assessment theory and the everyday practice of teachers. Bronwyn is keenly interested in how teachers can design more reliable assessment tools to reflect what students can do, and what they are ready to learn next.
Bronwyn consults with a range of metropolitan and regional schools, assisting them to develop quality assessment tools which reflect evidence-based progressions of learning.