|| Carol Rolheiser|
phone: (416) 946-3139 (Assistant)
Curriculum, Teaching and Learning
Centre for Teaching Support & Innovation
Professor Rolheiser's research research interests include: teacher education and teacher development; cooperative learning and other models of teaching/learning; authentic assessment approaches (e.g., portfolio assessment, peer and self-assessment); school improvement; school/district/university partnerships; the design, implementation and evaluation of professional development; system reform; managing educational change; and teaching in higher education.
She has published widely on these topics and consults regularly on curriculum and instructional program design.
Dr. Carol Rolheiser is a Professor with the Department of Curriculum, Teaching, and Learning and Director of the Centre for Teaching Support & Innovation at the University of Toronto. Carol's previous school-based roles included work as an elementary teacher, school administrator, and district consultant. Her previous university-based roles included elementary coordinator, Associate Chair, Department of Curriculum, Teaching and Learning, Associate Dean, Academic Development, and Associate Dean, Teacher Education, of the Ontario Institute for Studies in Education of the University of Toronto (OISE) Carol is an award-winning educator and researcher, with a Ph.D. in teacher education from the University of Oregon.
Professor Rolheiser has taught in both the elementary pre-service teacher education (B.Ed. and MT) program and the graduate program in Curriculum, Teaching and Learning, specializing in a range of research-based instructional and assessment approaches. As well, she currently teaches instructors at the University of Toronto through a range of programs offered through the Centre for Teaching Support & Innovation.
Professor Rolheiser’s passion for teaching is at the core of her professional work.
Professor Rolheiser’s scholarship and field development activities have resulted in a range of publications, including books, contributions to books and journal articles. Her books have been distributed widely and translated into French, Lithuanian, Mongolian, and Thai. Sample publications include:
1. Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Toronto, ON: Bookation. 388 pp.
2. Rolheiser, C., Bower, B. & Stevahn, L. (2000). The portfolio organizer: Succeeding with portfolios in your classroom. Alexandria, VA: Association for Supervision and Curriculum Development. 166 pp.
3. Bennett, B., Rolheiser-Bennett, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto, ON: Educational Connections. 344 pp.
1. Rolheiser, C., Evans, M., & Gambhir, M. (Eds.). (2011). Inquiry into practice: Reaching every student through inclusive curriculum. Toronto, ON: OISE Initial Teacher Education Program. 132 pp.
2. Rolheiser, C. (Ed.). (1996). Self-evaluation...Helping students get better at it. Ajax, ON: VisuTronX. 116 pp.
Chapters in Books:
1. Rolheiser, C. & Evans, M. (2006). Teaching for depth in teacher education. In K. Leithwood, P. McAdie, N. Bascia & A. Rodrigue (Eds.), Teaching for deep understanding: What every educator should know (pp. 165-174). Thousand Oaks, CA: Corwin.
2. Fullan, M., Rolheiser, C., Mascall, B., & Edge, K. (2004). Accomplishing large scale reform: A tri-level proposition. In F. Hernandez & I.F. Goodson (Eds.), Social geographies of educational change (pp. 1-14). Norwell, MA: Kluwer.
3. Rolheiser, C. & Anderson, S. E. (2004). Practices in teacher education and cooperative learning at the University of Toronto. Commissioned by the International Association for the Study of Cooperation in Education, in E. Cohen, C. Brody & M. Sapon-Shevin (Eds.) Teaching cooperative learning: The challenge for teacher education (pp. 13-30). Albany, NY: State University of New York Press (SUNY).
4. Ross, J. A. & Rolheiser, C. (2003). Student assessment practices in cooperative learning, In R. Gillies & A. F. Ashman (Eds.), Cooperative learning: The social and intellectual outcomes of learning in groups (pp. 119-135). New York, NY: RoutledgeFalmer.
5. Rolheiser, C. (1999). Redesigning teacher education: The delicate, demanding dance of “Ready, Fire, Aim”. In M. Wideen & P. Lemma (Eds.), Ground level reform in teacher education: Changing schools of education (pp. 119-148). Calgary, AB: Detselig Enterprises.
6. Rolheiser, C. & Stevahn, L. (1998). The role of staff developers in promoting effective teacher decision-making. In C. M. Brody & N. Davidson (Eds.), Professional development for cooperative learning: Issues and approaches (pp. 63-78). New York, NY: State University of New York (SUNY) Press.
Refereed Journal Articles:
Multi-Media Resource Kit
1. Paterson, J. & Rolheiser, C. (2009). 13 Parameters: A literacy leadership toolkit. Toronto, ON: Pearson Education Canada.
Research Grants and Contracts
Recent research projects include: “Hatch, match, and dispatch: Examining the relationship between student intent, expectations, behaviours and outcomes in six Coursera MOOCs at the University of Toronto” (2013-2014, PI and Faculty Lead, supported by the Bill and Melinda Gates Foundation (Athabasca University, MOOC Research Initiative); “Active Learning: Online Redesign (ALOR)” (2013-2014, PI and Faculty Lead, supported by the Ministry of Training, Colleges and Universities (MTCU) Productivity and Innovation Grants); and, “Ontario Consortium for Graduate Professional Skills Development” (2013-2014, Faculty Lead, supported by Ministry of Training, Colleges and Universities (MTCU) Productivity and Innovation Grants).
Past funded research includes a focus on increasing knowledge about the complex processes of large-scale reform, developing the curriculum (e.g., literacy and mathematics) expertise of teachers and school leaders, teacher education partnerships focused on research into practice, and professional development designs to build instructional capacity. Large scale reform projects have been undertaken in Edmonton Catholic Schools, Toronto District School Board, York Region District School Board, Chicago Public Schools, and the state of Louisiana, to name a few. As well, SSHRC and Ministry of Education funding supported studies on student evaluation in cooperative learning, student self-evaluation, and its impact on teaching strategies and student outcomes. External funding has also supported a range of initiatives, including a two year teacher education pilot and teacher education models focused on urban education.
Honours and Awards
In 2014, Carol was awarded the Outstanding Educator Award from Phi Delta Kappa International, University of Toronto Chapter.
In April 2006, Carol was one of five inaugural recipients of the University of Toronto's President’s Teaching Award, honouring a career commitment to excellence in teaching, research in teaching, and the integration of teaching and research. Award recipients were designated as the first members of the University of Toronto’s Teaching Academy and received $50,000 stipend to further their work in education. Carol continues to serve as Chair of the Teaching Academy.
In capacity as Associate Dean, Teacher Education the Ontario Institute for Studies in Education of the University of Toronto, received the 2009 Wisniewski Award for Teacher Education from the Society of Professors of Education. Presented at AERA 2010.
Elected Fellow, University of Toronto St. Michael’s College, September 2004
Teacher of the Year Award, OISE/UT Student Union, 1999
Award for Distinguished Leadership, Urban Network To Improve Teacher Education (UNITE), 1996
Teacher of the Year Award, Canadian College of Teachers, 1988
Elma Hendricks Scholarship, University of Oregon, 1985
Graduate Teaching Fellowships, University of Oregon, 1984-1986
Pearl Turner Memorial Prize, University of Alberta, 1976
Undergraduate Scholarship, Province of Alberta, 1975
Professor Rolheiser integrates her research in education with her teaching experience. As a leader in educational change, she has contributed to significant innovations in teacher education at the University of Toronto, including cohort-based programming, a two-year Master of Teaching degree, and multi-divisional collaborations, such as the Concurrent Teacher Education Program. She has also initiated and supported a range of initiatives to support the enhancement of teaching at the University of Toronto. As well, she has contributed to a range of school district, government, non-profit, university and professional organizations through long-term consultancy, leadership, field development and training.
In addition to her commitment to the University of Toronto, Professor Rolheiser’s work as a researcher and consultant has had a direct impact on teaching and learning in elementary and secondary schools across Ontario. Her curriculum and instruction program design skills and teaching expertise are also sought after by organizations worldwide, including those in Canada, the United States, Australia, and Central and Eastern Europe.