Dr Carl Leonard
School of Education
- Phone:(02) 4921 7795
The pursuit of academic excellence that maximises outcomes for ALL students sits at the heart of Dr Carl Leonard's work.
For the past 28 years. he has aimed to be the strongest advocate for public education, inclusivity and diversity. 'Access to quality learning should be the right of all students regardless of socioeconomic status, ability or location,' Carl said.
For most of this time, standing with one foot in schools and the other in academe, Carl has worked tirelessly to provide the best learning conditions possible for students, further developing and refining his professional knowledge 'in the real world', to better support the growth and development of the teaching profession.
Dr Carl (not that Dr Karl), has a track record of delivering outstanding educational outcomes for students in his care, via holistic, innovative, communication-rich leadership structures featuring outstanding stakeholder involvement, high student, staff, and parent-carer satisfaction, a core focus on wellbeing, and teaching and learning structures embedded in implementation science and universal design for learning, as the springboard for success.
'Happy, motivated and inspired students, outstanding outcomes, highly effective, valued and cared-for teachers and exemplary working relationships with parents, carers, community and industry stakeholders are at the heart of my work.'
In addition to working full-time in schools up until mid 2019, Carl has achieved significant scholarly output: 1 sole-authored book, 2 co-authored articles in refereed journals, 1 co-authored article in a non-refereed journal, a published literature review, and 15 sole- and co-authored paper presentations at national and international conferences. Upon recently taking up his full-time Senior Lecturer position at the UoN, Carl said that he now looks to further this scholarly output and is excited by the prospect of project collaboration, both within and beyond the faculty.
'Schools are complex systems. I believe I've demonstrated through innovation and sophistication, transformative success can be achieved at a rapid rate - much faster that some people may think possible. Critical elements are: highly effective strategic planning, involving multiple stakeholders; sophisticated approaches to teaching and learning, curriculum delivery, financial management and resource deployment; and, all these elements embedded in an inclusive approach to enhancing and celebrating the work and wellbeing of multiple stakeholders - students, staff, parents, carers and community.'
Ongoing and current advocacy and involvement in the governance of teacher education includes: NESA Primary Maths & Science and Technology Specialisations Expert Advisory Panel Member; AITSL Accreditation Initial Teacher Education (ITE) Panellist; and, certified AITSL (NESA) External Observer for Teachers Seeking Higher Level Accreditation
Maximising outcomes for our students is inextricably linked to the capacity of teachers and school leaders to facilitate and support their growth and development across all educational domains. My previous research work and future research will focus on the application of evidenced-based approaches to inclusive learning environments,' Leonard says.
- Doctor of Philosophy, University of Newcastle
- Bachelor of Education, University of Newcastle
- Master of Education, University of Newcastle
- Educational Leadership and Innovation
- Implementation Science
- Special Education, Disability and Inclusion
- Teacher Education
- Teacher Education and Professional Development of
- Universal Design for Learning
- Visible Learning
- Wellbeing and Quality of School Life
|Title||Organisation / Department|
|Senior Lecturer||University of Newcastle
School of Education
|Senior Lecturer||University of Newcastle
School of Education
|Dates||Title||Organisation / Department|
|1/1/2013 - 31/12/2018||Deputy Principal - Eleebana Public School||NSW Department of Education|
|1/1/2018 - 31/12/2018||Principal (Relieving) - Eleebana Public School||NSW Department of Education|
For publications that are currently unpublished or in-press, details are shown in italics.
Book (1 outputs)
|2008||Leonard C, Quality of Life and Attendance in Elementary Schools, Verlag Dr. Mueller e.K, Dusseldorf (2008)|
Journal article (4 outputs)
|2020||Leonard C, Brown G, 'COVID-19: How teachers can help students transition back to school', Teacher Magazine, (2020)|
|2016||Leonard C, Brown G, Arthur-Kelly M, 'SMART advice: teachers need guidance on professional development', Education Review, (2016)|
Brown G, Leonard C, Arthur-Kelly M, 'Writing SMARTER goals for professional learning and improving classroom practices', Reflective Practice, 17 621-635 (2016) [C1]
Leonard CA, Bourke SF, Schofield NJ, 'Affecting the affective: Affective outcomes in the context of school effectiveness, school improvement and quality schools', Issues in Educational Research, 14 1-28 (2004) [C1]
|Show 1 more journal article|
Review (1 outputs)
|2004||Leonard C, 'Quality of life outcomes in the context of school reform (2004)|
Conference (15 outputs)
|2016||Leonard C, Brown G, Arthur C, 'Supporting Teachers to Write SMARTer Goals for Professional Learning & Student Learning Goals', Honolulu (2016)|
|2016||Leonard C, Brown G, Arthur C, 'SMART Goals for Smart Teachers and SMART Teaching', Melbourne (2016)|
|2016||Leonard C, Brown G, 'Writing SMARTER Goals for Improving Professional Learning and Classroom Practices', Sydney (2016)|
|2010||Leonard CA, Watson D, 'Powering-up teacher professional learning', AARE 2009 Conference Proceedings, Canberra (2010) [E2]|
|2003||Leonard C, Bourke SF, Schofield NJ, 'Affective Outcomes in the Context of School Reform', Conference Papers, Abstracts and Symposia, Auckland (2003) [E2]|
|2002||Bourke SF, Schofield NJ, Leonard CA, 'Student Quality of School Life- A Multilevel Analysis', AARE 2002 Conference Papers, Brisbane (2002) [E2]|
|2001||Leonard CA, Bourke SF, Schofield NJ, 'Student quality of school life differences within and between primary schools', AARE - Conference Papers, Fremantle (2001) [E2]|
|2000||Leonard CA, Bourke SF, Schofield NJ, 'Student stress and absenteeism in primary schools', AARE-NZARE 1999 Conference Papers, Melbourne (2000) [E2]|
|2000||Leonard CA, Bourke SF, Schofield NJ, 'Quality of school life and absenteeism in primary schools', AARE-NZARE 2000 Conference Papers, Sydney (2000) [E3]|
|1999||Leonard CA, Bourke SF, Schofield NJ, 'Student stress and absenteeism in primary schools', Global Issues & Local Effects: The Challenge for Educational Research, Melbourne Australia (1999) [E3]|
|Show 12 more conferences|
Thesis / Dissertation (2 outputs)
|2003||Leonard C, Quality of life and attendance in primary schools, : University of Newcastle (2003)|
|1998||Leonard C, Stress and absenteeism in primary schools, University of Newcastle (1998)|
Grants and Funding
|Number of grants||2|
Click on a grant title below to expand the full details for that specific grant.
20202 grants / $29,712
Funding body: Kotara School
|Funding body||Kotara School|
|Project Team||Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Judith Foggett, Doctor Carl Leonard|
|Type Of Funding||C2220 - Aust StateTerritoryLocal - Other|
Funding body: Faculty of Education and Arts, University of Newcastle
|Funding body||Faculty of Education and Arts, University of Newcastle|
|Scheme||New Start Grants|
|Type Of Funding||Internal|
Number of supervisions
|Commenced||Level of Study||Research Title||Program||Supervisor Type|
|2021||Masters||An Individual Mapping of Children Diagnosed with Autism Spectrum Disorder; Identifying the Severity Level of Each Trait and How Each Trait Impacts Daily Lives||M Philosophy (Education), College of Human and Social Futures, The University of Newcastle||Co-Supervisor|
|2021||PhD||Project on Pedagogical Approaches for Students with Special Learning Needs||PhD (Education), College of Human and Social Futures, The University of Newcastle||Co-Supervisor|
|2021||Masters||The Impact of Early Diagnosis and Intervention on Academic Achievement For Children on the Autism Spectrum||M Philosophy (Education), College of Human and Social Futures, The University of Newcastle||Co-Supervisor|
|2020||PhD||Economic analysis of self-regulation intervention in primary schools: An occupational therapy approach.||PhD (Occupational Therapy), College of Health, Medicine and Wellbeing, The University of Newcastle||Co-Supervisor|
|2020||Masters||Teacher Perception of Wellbeing: Comparative Analysis of Mainstream and Special Education Teachers||M Philosophy (Education), College of Human and Social Futures, The University of Newcastle||Co-Supervisor|
|2020||PhD||To Question or Not to Question? How Can Early Childhood Educators be Supported in their Process of Reflection?||PhD (Education), College of Human and Social Futures, The University of Newcastle||Co-Supervisor|