Printer-friendly > Education > About Us > People > Leyton Schnellert PhD

Leyton Schnellert 2017Leyton Schnellert, BEd MEd PhD (British Columbia)

Assistant Professor


PHONE: 250-807-8654


SOCIAL MEDIA: @LeytonSchnell

Research and Teaching Areas: inclusive education, teacher professional development, rural education, middle years education, teacher inquiry, literacy learning, and self-regulated learning.


Dr. Leyton Schnellert is an Assistant Professor in the Faculty of Education at the University of British Columbia’s Okanagan Campus. Leyton  is  the  Pedagogy  and  Participation  research  cluster   lead   in   UBCO’s   Institute   for   Community   Engaged Research. His community-based collaborative work contributes a counterargument to top-down approaches that operate from deficit  models,  instead  drawing  from  communities’  funds  of  knowledge  to  build  participatory,  collaborative,  and  culturally  responsive  practices.  His  scholarship  takes  up  pedagogy  and  related  research  working  from  epistemological  orientations  to  living and learning that are relational and community-honouring.

Dr Schnellert is deeply committed to the study and development of teacher education. He has been centrally involved in the renewal of UBCO’s teacher education program. He is the Block Two Leader in the new INSPIRE Program (Developing a Pedagogical Stance). He teaches Diversities in Education and Literacies in Action. In UBCO’s previous teacher education program he taught The Developing Learner, Middle School Integrated Methods, Middle School Philosophy; Language and Literacy in Education, Literacy for Diverse Learners in Middle and Secondary Grades, Assessment for Learning and Guided Reflective Inquiry Project (GRIP).

At the graduate level, Dr. Schnellert teaches EDUC 528: Theory and Practice in Inclusive Education, EDCP 585: Practitioner Inquiry and Place-Conscious Pedagogies, and EPSE 565: Exploring Diversity, Literacy and Inclusion through Teacher Inquiry.

Leyton has been a middle school, junior high, and secondary school classroom teacher, and a learning resource teacher for K–12. He has 20 years of experience as a school- and district-based resource teacher and professional development facilitator across British Columbia, the Yukon and Northwest Territories. His involvement with rural educators, schools, and school districts spans research partnerships, publishing, presenting at conferences, teacher education, community-engaged collaborations, and leading and supporting the development and administration of university programs. 



Research interests

Dr. Schnellert researches teacher learning, practice, and collaboration. In particular he attends to how teacher professional development relates to student diversity, inclusive education, self- and co-regulation, and literacy instruction. His research grapples with the challenge of designing and facilitating teacher professional development that bridges theory and practice so as to achieve valued outcomes for students. Studies include:

    • classroom teachers and special education teachers in rural, remote and urban settings working as partners to improve their literacy instruction based on students’ funds of knowledge to increase access to learning for students in inclusive classrooms (Butler, Schnellert & Cartier, 2013, Butler, Schnellert & Cartier, et al., 2011; Schnellert & Butler, 2014; Schnellert, Butler & Higginson, 2008; Schnellert, Kozak & Moore, 2015);

    • in situ, interdisciplinary, inquiry-oriented, co-taught approaches to teacher education (Richardson, Cherkowski & Schnellert, 2015, Schnellert, Fisher & Sanford, in press; Schnellert & Richardson, 2016; Schnellert, Richardson & Cherkowski, 2014); and

    • inquiry- and equity-oriented professional development (Butler & Schnellert, 2012; Butler, Schnellert & MacNeil, 2015; Cherkowski & Schnellert, 2017; Schnellert, 2011; Schnellert & Butler, 2014; Schnellert, Butler & Higginson, 2008;  Schnellert, Richardson & Cherkowski, 2014).

Dr. Schnellert’s program of research addresses questions such as:

    1. What practices do educators engage in when working collaboratively to consider, explore, and construct more inclusive instruction?;
    2. How and why do collaborative, action-oriented inquiry cycles help teachers to develop understandings and practices that address, nurture and support diverse students' literacy learning?; and
    3. What conditions and qualities within professional development activities support teacher learning and development of practice?
    4. What potential do networked approaches to professional development hold for rural educators, schools and systems? 

Professional Experience

  • Field Programs, Program Coordinator, Faculty of Education, Simon Fraser University
  • Faculty Associate, Faculty of Education, Simon Fraser University
  • Teacher Consultant, Learning Services Department, School District No 38
  • Department Facilitator/Learning Resource Teacher, Cambie Secondary School,School District No 38
  • Teacher, Mary Butterworth Middle School & DS Mackenzie Junior High, Edmonton Public Schools

Last reviewed shim11/17/2017 4:20:21 PM