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Steven Katz
Associate Professor, Teaching Stream

phone: (416) 978-1034
email: STEVEN.KATZ@UTORONTO.CA  

Department: Applied Psychology and Human Development



Research Overview

Dr. Katz's research interests include program reform in teacher education; building capacity through collaborative learning networks; the relationship between the psychological foundations of learning & development and classroom assessment; building capacity in evidence-informed decision-making for school improvement; teacher belief about mind and learning; impactful professional learning in school and system improvement



Teaching Overview

Dr. Katz's specialty courses include:

Foundations in Inquiry and Data-Based Decision-Making

Psychological Foundations of Learning and Development


Representative Publications

Katz, S., Dack, L.A. and Malloy, J. (2017). The intelligent, responsive leader. Thousand Oaks, CA: Corwin.

Dack, L.A. and Katz, S. (2016). Learning about leadership one small move at a time. Principal Connections, 20 (1).

Katz, S. and Dack, L.A. (2016). The learning conversations protocol: An intentional interruption strategy for enhanced collaborative learning. The Capacity Building Series, (46). The Ontario Ministry of Education. 

Katz, S. and Dack, L.A. (2016). Learning more about Supervisory Officer Learning. The Ontario Provincial Supervisory Officers Association.

Katz, S. and Dack, L.A. (2015). What are we learning about Supervisory Officer Learning? Learning about how the SO school visit can build principal and vice-principal instructional leadership capacity. The Ontario Provincial Supervisory Officers Association. 

Katz, S. & Dack, L.A. (2015). Towards a culture of inquiry for data use in schools: Breaking down professional learning barriers through intentional interruption. Studies in Educational Evaluation.

Katz, S. and Dack, L.A. (2013). Intentional interruption: Breaking down barriers to transform professional learning. Thousand Oaks, CA: Corwin. 

Dunn, R., Ben Jaafar, S., Earl, L. and Katz, S. (2013). Towards evidence-informed decisions: Using networks to create coherence between ministry policy and district practice. In Schildkamp, K., Lai, M. and Earl, L. (Eds.), International perspectives on data use. (pp. 155-176). London: Springer.Katz, S., Dack, L.A. and Earl, L. (2009).  Networked learning communities to foster learning for teachers and their students.  Principal Connections.

Earl, L. and Katz, S. (2010). Creating a culture of inquiry. In Blankstein, A., Houston, P. and Cole, R. (Eds.), Data enhanced leadership. Thousand Oaks, Corwin.Katz, S., Earl, L., and Ben Jaafar, S.  (2009) Building and connecting learning communities:  The power of networks for school improvement.  Thousand Oaks, CA:  Corwin.

Katz, S., Earl, L., Ben Jaafar, S., Elgie, S., Foster, L., Halbert, J. and Kaser, L. (2008).  Learning networks of schools:  The key enablers of successful knowledge communities.  The McGill Journal of Education, 42(2).

Earl, L. and Katz S. (2008).  Getting to the core of learning:  Using assessment for self-monitoring and self-regulation.  In Swaffield, S. (Ed.), Unlocking assessment.  Cambridge.

Earl, L. and Katz, S. (2007).  Leadership in networked learning communities.  School Leadership and Management, 27(3).

Earl, L. and Katz, S. (2006). Leading schools in a data-rich world: Harnessing data for school improvement. Thousand Oaks, CA: Corwin.

Earl, L. and Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western Northern Canadian Protocol.

Katz, S. and Earl, L. (2006). Redefining educational accountability: Towards informed professional judgment. Changing Perspectives, 1(3), 2-6.

Katz, S., Sutherland, S. and Earl, L. (2005). Towards an evaluation habit of mind: Plotting the trajectory. Teachers College Record, 107(10), pp. 2326-2350.

Katz, S. and Foster, L. (2004). Locating the child in the curriculum: Teachers conceptions’ of student individuality. Journal of Teaching and Learning, 3 (1), pp. 17-35.



Honours and Awards

SELECT PROFESSIONAL HONOURS:
Governor Generals Medal; OISE/University of Toronto Teaching Excellence Award; Canadian Evaluation Society Essay Award; Ivana Guglietti-Kelly Research Award