Helen Timperley

Helen Timperley CNZM
Timperley in 2010
Academic background
Alma mater	University of Auckland
Thesis	The challenge for tomorrow's schools: learning to be responsive (1994)
Doctoral advisor	Viviane Robinson, Stuart McNaughton
Academic work
Institutions	University of Auckland

Helen Stapylton Timperley CNZM is a New Zealand education academic, and is professor emerita of education, learning and professional practice at the University of Auckland. In 2010, Timperley was appointed a Companion of the New Zealand Order of Merit, for services to education.

Academic career

Timperley completed a PhD at the University of Auckland, with a thesis titled The challenge for tomorrow's schools: learning to be responsive. Timperley has taught at several levels, including in early childhood, primary and secondary schools, and in special education.

Timperley then joined the faculty of the University of Auckland, where she researched professional and leadership learning in education and promoted them in schools, and led a project on capability in schools for the improvement of student achievement. Timperley publishes widely, and has written six books, and co-authored a report aimed at teachers Using Evidence in Teaching Practice: Implications for Professional Learning. Timperley collaborated over several years with John Hattie on 'visible learning'. Timperley retired in 2014, and is professor emerita of education, learning and professional practice at the University of Auckland. She continues to publish, and her most recent book Leading professional conversations: Adaptive expertise for schools was published by ACER in 2024. The book describes how to use professional conversations to solve some of the implementation problems that can occur in schools, despite good planning and professional teacher development.

Honours and awards

In the 2010 New Year Honours, Timperley was appointed a Companion of the New Zealand Order of Merit, for services to education.

Selected works

• John Hattie; Helen Timperley (March 2007). "The Power of Feedback". Review of Educational Research. 77 (1): 81–112. doi:10.3102/003465430298487. ISSN 0034-6543. Wikidata Q56407312.
• Daniel Muijs; Leonidas Kyriakides; Greetje van der Werf; Bert Creemers; Helen Timperley; Lorna Earl (27 February 2014). "State of the art – teacher effectiveness and professional learning". School Effectiveness and School Improvement. 25 (2): 231–256. doi:10.1080/09243453.2014.885451. ISSN 0924-3453. Wikidata Q57914258.
• Kaye Twyford; Deidre Le Fevre; Helen Timperley (19 April 2017). "The influence of risk and uncertainty on teachers' responses to professional learning and development". Journal of Professional Capital and Community. 2 (2): 86–100. doi:10.1108/JPCC-10-2016-0028. ISSN 2056-9548. Wikidata Q124221696.
• Timperley, Helen (2010). Using evidence in the classroom for professional learning (Report). Retrieved 21 July 2024.

External links

• Why is evaluative thinking important? by Helen Timperley, via The Education Hub