Dr Paula Zwozdiak-Myers

Paula is an experienced teacher, teacher educator, course director, researcher, external examiner and writer of educational materials. Over the past four years she has been an active member of the National Advisory Group for Initial Teacher Training [ITT], convened by the Teacher Training and Development Agency [TA] for England, and Chair of the London South East 1 regional network for ITT providers. This forum provides both the opportunity and platform for all providers, offering diverse routes into Initial Teacher Education [ITE] across the United Kingdom, to work with government agencies in shaping future educational policy and practice.

At Brunel University, Paula’s current role of responsibility is Course Leader for the Doctor of Education [EdD] programme and she contributes to the teaching, supervision and viva voce examinations of both PhD and EdD national and international part-time and full-time research students, pursuing an eclectic blend of topics/subject areas. She leads the MA Education Specialist pathway in Inclusion and Special Educational Needs, the Independent Study and Research Methods MA modules and supervises MA dissertation students. She is an active member of the Pedagogy, Professional Development and Policy Research Group, which involves working with colleagues on such projects as Models of Teacher Education and Pathways to Learning as well as the use of ICT to support professional development and practice. She regularly attends and supports the research seminar series run by the School as well as those offered across the wider University.

Paula is also an active member of the Steering Group and Strategic Management Group within the Thames Valley Schools Partnership, an organisation that has evolved through the collaborative work and shared vision between Buckinghamshire County Council and Brunel University, to secure the license awarded by the National College for School Leadership to deliver Levels 1, 2 and 3 of the National Professional Qualification of Headship [NPQH]. She currently supports two other Higher Education Institutions in England through her quality assurance roles as: (i) Chief External Examiner for the Teach First programme [Institute of Education, London] and (ii) External Examiner for the Postgraduate Professional Development Programme [Manchester Metropolitan University].

As Course Director for Secondary Initial Teacher Education at Brunel University [former role of responsibility] Paula steered multi-disciplinary teams of colleagues in the design, development, dissemination and evaluation of a suite of Post Graduate Certificate in Education programmes for trainee teachers in English; Information & Communication Technology; Mathematics; Physical Education; and, Science as well as a four-year undergraduate BSc Secondary Education and Physical Education course with Qualified Teacher Status. In so doing, she worked collaboratively with Course Leaders across the School of Education at Brunel University as well as Course Directors from three other Higher Education Institutions [HEIs] within the South West London Teacher Education Consortium [SWELTEC] to promote high quality pedagogical outcomes in teaching and learning.

Prior to joining Brunel University Paula was: Programme Leader for the BA (Hons) Childhood and Youth Studies degree course at De Montfort University, Bedford [now the University of Bedfordshire] and her book entitled Childhood and Youth Studies reflects the substantive content of this programme; Head of Professional Studies for the BA (Hons) Secondary Physical Education Initial Teacher Education course with Qualified Teacher Status; module leader and dissertation supervisor on the MA in Education programme; and, Lead researcher in Mentoring within the Institute of Education. She was, and continues to be, instrumental in training new and experienced mentors for their support roles and responsibilities within university-based and school-based ITT partnerships. A major component of this mentor training has been to focus on the outcomes of different models of partnership working with trainees e.g. the impact of single, paired and multiple placements within a range of educational settings on the respective institutions, practitioners and learners as well as the setting of clear, specific, measurable goals both to enable and monitor progression.

Paula has steered a large-scale research study across five counties in England to investigate how continuity and progression from primary to secondary school is facilitated, and contributed toward the publication of research outcomes to national and European audiences. She is currently working with colleagues from 7 other HEIs to investigate the knowledge, skills and understanding of trainees, mentors and tutors in relation to Lesson planning. Other research interests include: Reflective Practice; Models of effective Partnership working in ITE; Mentor training, support and accreditation; Removing barriers to achievement; Interpersonal relationships and Communication skills; Management and Leadership skills; Continuing Professional Development; Links between ICT Advanced Skills Teachers’ [AST] and ITE as well as harnessing the use of new technologies and resources both to scaffold and accelerate learning. Her recent book commissioned by Routledge and entitled The Teacher’s Reflective Practice Handbook: Becoming an extended professional through capturing evidence-informed practice consolidates much of the work generated from her own PhD research.

Before entering the Higher Education sector, Paula gained considerable experience through teaching a diverse range of learners and assuming numerous leadership roles and responsibilities in management and senior management at urban [Inner London], rural and suburban secondary schools in and across the East of England. She has particular interests in assessment for learning, creativity, emotional intelligence, the psychosocial and emotional aspects of behaviour and development, interpersonal relationships, communication skills, independent learning, personalised learning and the co-creation of new knowledge. She values difference and diversity, promotes potential and entitlement, and wholeheartedly supports the inclusive agenda.

PROFESSIONAL ORGANISATIONS/ASSOCIATIONS

·  Universities Council for Teacher Education [UCET] – CPD committee

·  Training Managers National Advisory Group [TA – formerly TDA]

·  Chair for Initial Teacher Training Regional network: London and SE1 [TA – formerly TDA]

·  Thames Valley Schools Partnership: member of the Steering Group and Strategic Management Group

·  Fellow of the Higher Education Academy [FHEA]

·  General Teaching Council for England [GTC – until its recent closure]

·  International professional development association [iPDA] 

·  Association of Physical Education [afPE]

·  Bedford College of Physical Education Old Students’ Association Committee [BPEOSA]

ADDITIONAL ROLES/RESPONSIBILITIES

·  Education Management Research Group

·  Education Appeals Officer  

·  School Board

·  Teaching and Learning Committee

·  Secondary Initial Teacher Education Partnership Management group

·  Research Ethics Committee

·  Internal PhD and EdD Examiner

·  Post Graduate Research progression panel

·  Quality Assurance across the Thames Valley Schools Partnership 

·  School Governor for a local Academy – active member of the Curriculum Committee

·  Book reviewer for Sage publications

·  Article reviewer for the Health Education Research journal

Research Interests

Paula’s main research interest is to create Learning Pathways, which capture Reflective Practice for Professional Development in student, early career and experienced teachers within her innovative framework designed to structure evidence informed practice.
Other research interests include: Models of effective Partnership working in ITE; Mentor training, support and accreditation; Removing barriers to achievement; Interpersonal relationships and Communication skills; Management and Leadership skills; Continuing Professional Development; how to draw upon Advanced Skills Teachers’ [AST] effectively to support student teachers in their development of ICT skills and use of Web 2.0 technologies/resources.

Exemplars of recent/ongoing projects

· 2011 [ongoing] Lesson Planning study with 7 other HEIs – led by Brunel University

· 2010-2011 Links between ICT Advanced Skills Teachers and ITT, TDA funded

· 2010-2011 Scaling up Models of Teacher Education: Reflective Practice for Professional Development, UCET Research Collaborative Network

· 2009-2010 Literature Review: Effective ITE partnership working, TDA funded

· 2009 CPD Leadership in 21^st Society – accredited MA module, TDA funded

· 2009 ICT for Future Teachers, workshops to create vision for the future, Becta funded

· 2009 Reviewing and developing the SEN portal and guidance for trainee teachers, TDA funded

Publications

Journal Papers

(2007) Capel, S., Zwozdiak-Myers, P. and Lawrence, J., The transfer of pupils from primary to secondary school: A case study of a foundation subject: Physical education, Research in Education 77 14- 30 Download publication

(2004) Capel, S., Zwozdiak-Myers, P. and Lawrence, J., Exchange of information about physical education to support the transition of pupils from primary and secondary school, Educational Research 46 (3) : 283- 300 Download publication

(2004) Zwozdiak-Myers, P., Breadth, Balance and Relevance! A report of Year 6 and Year 7 pupils’ curricular and extra-curricular experiences in the East of England, British Journal of Teaching Physical Education 35 (2) : 43- 49

(2003) Capel, S., Zwozdiak-Myers, P. and Lawrence, J., A study of current practice in liaison between primary and secondary schools in physical education, European Physical Education Review 9 (2) : 115- 134 Download publication

(2002) Zwozdiak-Myers, P., Exemplars of good practice in the transfer of pupils from Key Stage 2 to Key Stage 3 in Physical Education, British Journal of Teaching Physical Education 33 (3) : 39- 48

Conference Papers

(2012) Zwozdiak-Myers, P., Situating the capacity to 'Maximise the learning potential of all students' within a multidimensional framework of reflective practice, 2nd Biennial Conference of the World Federation of Teacher education [WFATE], educating all the World'd Children: Challenges and Strategies for Teacher Development

(2012) Zwozdiak-Myers, P., Reflective practice for professional development in teacher education: capturing evidence-informed practice, 37th Annual Conference of the Association for Teacher Education in Europe [ATEE], Teacher Education Policies and Professionalisation

(2010) Zwozdiak-Myers, P., Reflective practice for professional development in teacher education, UCET Annual Conference

(2010) Zwozdiak-Myers, P., Effective partnership working, Professional Coordinating Mentor [PCM] Annual Conference

(2010) Zwozdiak-Myers, P., Reflective practice for professional development: a framework for structuring evidence informed practice, 16th International Reflective Practice Conference

(2009) Zwozdiak-Myers, P., Reflective practice for professional development: a framework to guide student teachers within the context of action research, AIESEP

(2009) Zwozdiak-Myers, P., Reflective practice for professional development: Questioning personal theories and beliefs, 10th Annual Learning and Teaching Symposium

(2007) Zwozdiak-Myers, P., Every child matters, Occasional conference for multi professionals working with children and young people

Book Chapters

(2013) Zwozdiak-Myers, P., Action research. In: Capel, S. and Breckon, P. eds. A Practical Guide to Teaching Physical Education in the Secondary School. Abingdon, Oxon : Routledge

(2013) Zwozdiak-Myers, P. and Capel, S., Communicating with pupils. In: Capel, S., Leask, M. and Turner, T. eds. Learning to Teach in the Secondary School. Abingdon, Oxon : Routledge

(2013) Zwozdiak-Myers, P., The reflective practitioner. In: Capel, S. and Breckon, P. eds. A Practical Guide to Teaching Physical Education in the Secondary School. Abingdon, Oxon : Routledge

(2012) Zwozdiak-Myers, P., Are physical education teachers reflective practitioners?. In: Capel, S. and Whitehead, M. eds. Debates in Physical Education. Abingdon, Oxon : Routledge

(2011) Zwozdiak-Myers, P., Reflective practice for professional development. In: Green, A. ed. Becoming a Reflective English Teacher. Maidenhead : McGraw Hill/Open University Press

(2010) Zwozdiak-Myers, P., Communication in PE. In: Capel, S. and Whitehead, M. eds. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London : Routledge

(2010) Breckon, P., Capel, S., Whitehead, M. and Zwozdiak-Myers, P., Developing and maintaining an effective learning environment. In: Capel, S. and Whitehead, M. eds. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London : Routledge

(2010) Zwozdiak-Myers, P., Teacher as a researcher/reflective practitioner. In: Capel, S. and Whitehead, M. eds. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London : Routledge

(2009) Zwozdiak-Myers, P. and Capel, S., Communicating with pupils. In: Capel, S., Leask, M. and Turner, T. eds. Learning to Teach in the Secondary School. London : Routledge

(2009) Zwozdiak-Myers, P., Developing your communication skills: Non-verbal. In: Younie, S., Capel, S. and Leask, M. eds. Supporting Teaching and Learning in Schools: A Handbook for Higher Level Teaching Assistants. London : Routledge

(2009) Zwozdiak-Myers, P., Developing your communication skills: Verbal. In: Younie, S., Capel, S. and Leask, M. eds. Supporting Teaching and Learning in Schools: A Handbook for Higher Level Teaching Assistants. London : Routledge

(2007) Zwozdiak-Myers, P., Approaches to research. In: Zwozdiak-Myers, P. ed. Childhood and Youth Studies. Exeter : Learning Matters

(2007) Zwozdiak-Myers, P., Social and emotional development. In: Zwozdiak-Myers, P. ed. Childhood and Youth Studies. Exeter : Learning Matters

(2007) Zwozdiak-Myers, P., The reflective practitioner. In: Zwozdiak-Myers, P. ed. Childhood and Youth Studies. Exeter : Learning Matters

(2006) Zwozdiak-Myers, P., Action research. In: Capel, S., Breckon, P. and O'Neill, J. eds. A Practical Guide to Teaching Physical Education in the Secondary School. Abingdon, Oxon : Routledge

(2006) Zwozdiak-Myers, P., The reflective practitioner. In: Capel, S., Breckon, P. and O'Neill, J. eds. A Practical Guide to Teaching Physical Education in the Secondary School. Abingdon, Oxon : Routledge

(2005) Zwozdiak-Myers, P. and Capel, S., Communicating with pupils. In: Capel, S. ed. Learning To Teach in the Secondary School: A Companion to School Experience. London : Routledge Falmer

(2004) Strangwick, R. and Zwozdiak-Myers, P., Communicating in PE. In: Capel, S. ed. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London : Routledge Falmer

(2004) Whitehead, M. and Zwozdiak-Myers, P., Designing teaching approaches to achieve intended learning outcomes. In: Capel, S. ed. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London : Routledge Falmer

(2004) Capel, S., Whitehead, M. and Zwozdiak-Myers, P., Developing and maintaining an effective learning environment. In: Capel, S. ed. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London : Routledge Falmer

(2004) Zwozdiak-Myers, P., Whitehead, M. and Capel, S., Your wider role as PE teacher. In: Capel, S. ed. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London : Routledge Falmer

Books

(2012) Zwozdiak-Myers, P., The Teacher's Reflective Practice Handbook: Becoming an extended professional through capturing evidence-informed practice. Routledge

(2007) Zwozdiak-Myers, P., Childhood and Youth Studies. Learning Matters