Stout School of Education

The ICPEL Conference

The International Council of Professors of Educational Leadership (ICPEL) (formerly NCPEA) represents individual professors and affiliated universities, who prepare practitioners and scholars to teach and lead in the ever-changing K-20 setting. ICPEL is committed to serve the interests and needs of professors of educational administration and practicing school leaders. The problems of educational leadership are no longer confined to the political boundaries of any specific nation.  ICPEL recognizes the enormous changes, which have been occurring in the preparation of educational leaders, not only nationally but internationally.

We encourage charter and public school teachers, district level administrators, graduate students, and university professors (especially junior faculty) to attend the 2018 ICPEL Conference in Charlotte, NC and to share their research and best practices. Click here to see the conference themes and strands (make this a link to the information below).

 2018 Proposed ICPEL Conference Themes and Strands

 Conference Theme: Meeting the Challenges of Inclusivity in the K-20 Education System, our 2018 conference theme, is designed to generate critical discourse and high quality research on inclusive education policies, procedures, and evidenced-based best practices for our nation’s most vulnerable youth.

Conference Strands:

  1. Setting the Demographic Context: Who are America’s most vulnerable youth, where are they located, and what challenges and obstacles do they face in the current public education system?
  2. Necessary Curriculum Changes: How can the current K-12 curriculum be strengthened to better prepare all children, but especially our most vulnerable youth, for 21st century global realities?
  3. Philosophical, Theoretical, and Cultural Changes: What changes must occur to be more inclusive of America’s vulnerable youth in the K-20 setting?
  4. Professional Development and Leadership Training: What skills and/or strategies will leaders-in-training and teachers have to acquire to effectively educate America’s most vulnerable youth?
  5. Policy Contexts and Educational Options: What policy changes – state, federal, and/or local – are necessary to ensure our most vulnerable youth equitable opportunities for success in the K-20 education system? Do voucher programs or charter schools afford vulnerable students the best opportunities for academic success?
  6. Diversity, Inclusion, and Belonging: Given America’s disruptive demographic trends, what changes in education pedagogy, policies, procedures, and practices are necessary to ensure that all vulnerable youth, irrespective of race, gender, immigrant status, or sexual orientation, receive a world class education?
  7. Collaborative Efforts: How can schools of education and school superintendents work together to create a life-long learning mindset in all public school personnel (district level leaders, principals, and teachers) with regard to how disruptive geopolitical, economic, and demographic trends will continuously reshape the skills and tools that K-20 students will need to thrive and prosper in the highly volatile global economy of the 21st Century? Are there other collaborations that will improve educational outcomes for our most vulnerable youth?

Stout School of Education


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