Dr. Helen Timperley is the Professor of Education at The University of Auckland in New Zealand. Professor Timperley is widely recognised for her work in professional learning. She has published with Professor John Hattie and currently works in the School of Teaching, Learning and Development with Professor Viviane Robinson.

Helen’s early career involved teaching in early childhood, primary and secondary education sectors, which formed the basis of her research program focused on making a difference to those student outcomes valued by the communities in which they live. A particular research emphasis has been on promoting leadership, organisational and professional learning in ways that improve the educational experience of students currently under‐achieving in our education systems.

She recently completed a best evidence synthesis iteration on professional learning and development that has received major international attention. She has published widely in international academic journals and has written and edited seven books focusing on the professional practice implications of her research in her specialty areas. Her research investigates how to promote learning at all levels of the education system. She and John Hattie co‐authored with Shirley Clarke, Unlocking Formative Assessment (Hodder‐Moa, Auckland, NZ, 2003).

She now researches and teaches in the areas of leadership, organisational and professional learning that improve the educational experience of students currently under-achieving in our education systems. She completed a best evidence synthesis on professional learning and development that has received major international attention. She has published widely in international academic journals such as Review of Educational Research, Journal of Educational Change, Leadership and Policy in Schools and the Journal of Curriculum Studies.

She has written and edited nine books and monographs focusing on the professional practice implications of her research in her specialty areas. Her latest book, Realising the Power of Professional Learning is being widely circulated in many countries as is her latest monograph co-authored by Linda Kaser and Judy Halbert, A framework for transforming learning in schools: Innovation and the spiral of inquiry.