Leadership for Professional

Learning Symposium

June 17-18, 2019, Cambridge, UK










The Leadership for Professional Learning Symposium will convene a diverse group of educational leaders for a collaborative dialogue focused on leading and enabling sustainable professional learning cultures. Participants will be able to share innovations, research and lessons from their experience, and be able to seek support and solutions to challenges facing the field.

The two-day symposium is structured around five focused strands to allow preK-12 educators, school and system leaders, academics and political thought leaders an enriched experience that will inform their work:

  • 1. Focusing on, and conditions for, professional learning
  • 2. Dialogue, professional learning and leadership
  • 3. Shared leadership and mutual accountability for professional learning
  • 4. Student learning and leadership
  • 5. Leadership within a virtual learning space

The symposium is designed to connect educational leaders worldwide, serve as a catalyst in the creation of new ideas, and lead to academic and practice outputs through the contributions of participating colleagues. Furthermore, the symposium is a working session in which participants are expected to host a dialogue; bring an artifact, document, or other material to contribute to that dialogue; and participate in other dialogues within up to two selected symposium strands.


This symposium is designed to connect educational leaders (in the broadest sense) worldwide, serve as a catalyst in the creation of new ideas, and lead to academic and practice outputs. Applications are invited from anyone with something to offer to the dialogue about leadership for professional learning: teachers and students from all phases and types of education; school, organization and system leaders; researchers, academics and policy influencers, and most importantly, you! All are invited to submit a registration interest form for peer review, to be reviewed and notified of selection on a rolling basis. Proposals will be reviewed against the following criteria, and the selection process will seek to maximize diversity across educational roles.

  • 1. Relevance to the symposium theme: Leadership for Professional Learning
  • 2. Relevance to a symposium strand
  • 3. Significance of contribution to the field and/or symposium dialogue
  • 4. Adherence to submission requirements, such as including a resource, case study, artifact to contribute to the dialogue


420 GBP

Submit an Application

Leadership for Professional Learning: Common Challenges, Shared Solutions

JUNE 17-18, Cambridge UK


Conference Address
Møller Centre, Churchill College, Storey's Way, Cambridge CB3 0DE, UK

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Monday, June 17th, 2019

8:30-9:30 – Registration/Coffee

9:30-10:30 Opening Session– Introduction/Provocation

10:30-10:45 – Transition to Breakout Sessions

10:45-12:00 – Small Group Sessions 1

12:00-13:00 – Lunch

13:00-14:15 – Small Group Sessions 2

14:15-15:00 – Afternoon Coffee Break/Networking

15:00-16:15 – Small Group Sessions 3

16:15-16:45 – Plenary Closing

18:30 – Reception and Dinner


Tuesday, June 18th, 2019

9:30-10:30 – Opening Session – Introduction/Provocation

10:30-10:45 Opening Session – Transition to Breakout Sessions

10:45-12:00 – Small Group Session 4

12:00-13:00 – Lunch

13:00-14:15 – Small Group Session 5

14:15-15:00 – Afternoon Coffee Break/Networking

15:00-16:15 – Closing Session


The Leadership for Professional Learning Symposium will be held in Cambridge, UK, at the Møller Centre. The Møller Centre is a world-class, dedicated residential leadership development and conference centre at Churchill College, in the University of Cambridge. In addition to being our meeting space, the Møller Centre also offers accommodation on site for those who wish to stay a little closer to the action. Attendees will need to book travel and accommodation as far in advance as possible.

Traveling to Cambridge

If you are able to extend your visit, there is so much to do in Cambridge before and after the symposium.


The Moller Centre has some rooms available for those that wish to stay at the Symposium venue. For information on the accommodation available, please go to https://www.mollercentre.co.uk/accommodation/

Cambridge has a wide range of hotels and B&B accommodation available. June is a very popular month in Cambridge so we advise you to book your accommodation as soon as possible.

Hotels nearest to the conference venue are:

Hotel Felix

Premier Inn Cambridge North Girton

Accordia Apartments - Chemberlin Court

The Accommodation Service at the University of Cambridge may also be able to assist. For more information go to https://www.accommodation.cam.ac.uk/VisitingCambridge/Listings/

Places To Eat

Cambridge has a large number of restaurants, bars, pubs and cafes ranging from Michellin restaurants to cosy pubs. For a full listing, go to https://www.visitcambridge.org/food-and-drink/restaurants

Things to See

Cambridge has many places to visit while at the Symposium.

A few suggestions are:

Fitzwilliam Museum
Botanical Gardens
Kings Parade

For more information, please go to www.visitcambridge.org

Social Activities

There will be a conference dinner held on the evening of Monday 17 June in the Moller Centre Restaurant for all participants.
Contact Us

Professional Development in Education

Professional Development in Education (www.tandfonline.com/toc/rjie20/current) is a fully refereed international academic journal that publishes original articles on professional learning and development (PLD). PLD, for us, has a wide brief, encompassing research into: • the initial preparation of professionals; induction into professional roles; • the processes of mentoring and coaching; • models of and approaches to professional learning; • the leadership of professional learning and how leaders themselves learn; • the evaluation of the impact or otherwise of professional learning; • the analysis of local, regional and national policies relating to PLD; • and the work of higher education, independent agencies and training and development organisations in supporting and promoting the continuing development of professionals. We give an equally wide brief to the term ‘in Education’ in the journal’s title. Although the main focus of articles in the journal is likely to be teacher education, we welcome contributions which discuss the policy and practice of PLD in other professions where the focus of the article is professional learning. PDiE is one of two academic journals owned by The International Professional Development Association (www.ipda.org.uk ) and published by Routledge (the other being Practice – contemporary issues in practitioner education http://ipda.org.uk/practice-contemporary-issues-in-practitioner-education/ ). More than a journal …. Our focus is on professional learning – and we believe that PL is best promoted collaboratively by engaging with others. We aim to be an active member of a critical global educational community and, as part of this, we seek to contribute to developing ‘alternative discourses’ to recognised concepts, theories and practice. As well as publishing academic articles, the PDiE Editorial Board lead seminars and symposia which we aim to make transformational and provocative by engaging with others in learning. We see leadership as fundamental to professional learning, enabling (not inhibiting) critical perspectives and futures thinking. The Leadership for Professional Learning symposium is, for us, an excellent opportunity to celebrate perspectives from different cultural backgrounds and political contexts, sharing individual and institutional approaches which explore challenges and failures as well as successes. Our most recent symposium (ECER 2018) explored whether current discourses are hegemonic and created a space for contributors to provide perspectives on alternatives to the status quo. The strands and interactive format of the LfPL symposium are designed to stimulate similar learning opportunities and we are delighted to support and be part of this event.

Founded in 2002 under the leadership of Dr. Donald Pemberton, the UF Lastinger Center is the brainchild of University of Florida alumni Allen and Delores Lastinger. They saw great potential in making cutting-edge academic research immediately available to academic practitioners. In alignment with the University of Florida College of Education‘s mission to generate innovations to improve educational outcomes, the Center strives to improve academic practices in Florida and beyond. The organization launched with a small but mighty staff that effectively leveraged the intellectual resources of the University of Florida to provide outsized value to schools and districts. The Lastinger Center quickly saw results improving teacher effectiveness through their innovative approach.

Today, under the leadership of Dr. Philip Poekert, the Lastinger Center’s innovations serve children and teachers in every community in Florida and have expanded both nationally and globally. The remarkable scope of the Lastinger Center’s work and the impact of its collective efforts have drawn state, national, and international recognition and investment.

Each year, we serve more than 500,000 children and 50,000 educators across Florida and the country. Our non-traditional team of more than fifty educators, entrepreneurs, inventors, designers and researchers to design, build and refine programs proven to significantly impact teacher and child outcomes.

• $130M+ Public and private funding raised • 500K Children reached each year • 50K Educators served annually • 10 States are engaging in at least one Lastinger innovation

The UF Lastinger Center’s mission is to create equitable educational systems where every child and educator, regardless of circumstances, experiences high quality learning every day to support the achievement of critical milestones in children’s trajectory through school that are predictive of success in life.

Leadership for Learning: the Cambridge Network was established at the University of Cambridge Faculty of Education in 2001 as a values-based network concerned with leadership, learning and their interrelationship. Both leadership and learning are regarded as activities undertaken by anyone and everyone, regardless of role or status.

The Leadership for Learning framework has been derived from, tested and revised, through research with schools and academics throughout the world, and can be used to guide thinking and practice. It represents the central ideas of LfL including five interrelated principles, and the recently added ‘four fields of endeavour’. More information, links to documents, details of key texts, and two videos are available on http://www.educ.cam.ac.uk/networks/lfl/about/. An LfL ‘fan’ – a handheld resource capturing key elements of the LfL framework and designed as an aide memoire and to prompt dialogue - will be provided for each LfPL participant http://www.educ.cam.ac.uk/networks/lfl/about/lflfan/.

The Leadership for Professional Learning symposium draws directly on the LfL framework, concentrating on the ‘professional’ level of learning, though of course it is closely connected to the student and organisational levels. The LfPL strands reflect the LfL principles: Strand 1. Focusing on, and conditions for, professional learning combines the first two principles; Strand 2. Dialogue, professional learning and leadership reflects the central third principle of dialogue, and the Faculty’s CEDiR research group http://www.educ.cam.ac.uk/research/groups/cedir/ Strand 3. Shared leadership and mutual accountability for professional learning incorporates the fourth and fifth LfL principles; Strand 4. Student learning and leadership emphasises students in relation to principles one and four; Strand 5. Leadership within a virtual space focuses on issues of leadership in one increasingly common context where all five LfL principles are relevant.

Collaborative dialogic events and research related to Leadership for Learning have been central to the LfL Cambridge Network over the 18 years of its existence, and we very much value the partnerships with the University of Florida Lastinger Center for Learning and the Professional Development in Education journal, along with support of Cambridge Assessment and Cambridge University Press (both departments of the University of Cambridge) that the LfPL symposium represents. It is a great opportunity for continued learning, rich dialogue, establishing and strengthening international connections, and the creation of theoretical and practical research outcomes.