Sandra Herbst is a charismatic and highly energetic leader who is committed to ensuring that the educational system contributes to the democracy of our communities.


With grace, humour, and distinction, Sandra - author, speaker, coach, consultant, and educator - shares her extensive experience in leadership, systems thinking, adult learning, and assessment through workshops, seminars, and Institutes across North America and internationally. Informed by wide-ranging practice and research, Sandra’s consultancy services are highly sought after to advise teachers, school and system leaders, and others within the education sector. She has helped jurisdictions, districts, and schools to reflect on current actions, identify long-term aspirations, and plan strategically for next steps, regardless of the focus of educational innovation.


Sandra has worked in both elementary and secondary schools as a classroom and specialty teacher, school administrator, program consultant, and district superintendent.


She is the past President of the Manitoba Association of School Superintendents and the Manitoba ASCD Affiliate.


Sandra is the co-author of numerous books, chapters, papers, and articles and has served as editor for several publications. Titles include Transforming Schools and Systems Using Assessment: A Practical Guide (with Anne Davies and Beth Parrot Reynolds), A Fresh Look at Grading and Reporting in High Schools (with Anne Davies), and System leaders using assessment for learning as both the change and the change process: Developing theory from practice (with Anne Davies, Kathy Busick, and Ann Sherman) published in The Curriculum Journal (UK).

Keynote Session

Friday 13 September 2019, 12.10pm


Leadership in the Service of Learning

As we consider the role of assessment in the service of student learning – clearly articulating quality and proficiency, using those descriptions to engage in self-regulation and triangulating evidence of learning – we recognize the ways in which these principles can be used effectively to also support adult and system learning.

To some, this appears to be simple, but if it is then:


  • Why does it seem that the principles of assessment in the service of learning are relegated mostly to the world of the classroom, to be employed only by teachers?

  • Why is alignment of expectations and actions across an organization so difficult to systemically achieve in relation to assessment for learning?

  • Why is proof of success often limited to numerical data, rather than being comprised of evidence from multiple sources collected over time?


However, if we use the same assessment principles that enable students to achieve, leaders can propel their organizations toward even greater success.


This fast-paced keynote will highlight the quality assessment principles that, when used deliberately, can transform not only student achievement but leadership practice as well.

Spotlight Session

Friday 13 September 2019, 2.00pm

Assessment in the Service of Student Learning


Research clearly shows that when students are involved in quality classroom assessment, they become highly engaged and their learning improves. In order for leaders to support teachers in this work, they first need to be able to recognize the indicators of effective assessment practice.


This practical session will focus on the seven actions of assessment in the service of student learning:


  • understand the learning destination

  • use samples and models to demonstrate quality and proficiency

  • co-construct and use criteria

  • engage in feedback cycles, including self- and peer assessment

  • collect and present evidence of learning

  • set goals for next steps

  • communicate learning to others, both formally and informally


Classroom-based examples, video clips, and accounts will be used to illustrate these key principles.

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