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Phil Poekert - University of Florida. Gainesville, FL, US

Phil Poekert

Professor/Director | University of Florida

Gainesville, FL, UNITED STATES

Phil Poekert leads the Lastinger Center for Learning to educational innovations through partnerships, research, development, and advocacy.


Phil Poekert is a clinical professor and director of the University of Florida Lastinger Center for Learning. Since being appointed in 2018, Phil has led the center through exponential growth in products, projects and staff while streamlining the center’s focus on three educational milestones: kindergarten readiness, third grade reading, and algebra.

Areas of Expertise (6)

Policy Advocacy

Educational Innovations

Teacher Education

Professional Learning and Development

Teacher Leadership

University Partnerships

Media Appearances (3)

UF launches listening tour to boost K-12 math achievement

Florida Politics  online


The University of Florida (UF) Lastinger Center for Learning has launched its 2023 Listening Tour aimed at gathering stakeholder input on education needs and identifying ways to substantially improve K-12 mathematics education and achievement in Florida. “At the Lastinger Center, we always strive to serve communities, educators, students and their families in the ways that work best and make the biggest difference in their future,” Center Director Phil Poekert said.

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Florida will begin delivering free books to students reading below grade level

WPTV  tv


Florida is aiming to improve childhood literacy among students who are struggling to read. This December, the state will start delivering free, high-quality books to the homes of K-5 students who are below their expected reading level. Known officially as the "New Worlds Reading Initiative," the book deliveries will start before Dec. 31 for the 2021/22 academic year.

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UF study: Mental health a priority for students this school year

The Gainesville Sun  online


While debate roils over how K-12 students will resume their studies this fall, education experts are advising one thing must be addressed before classes begin again: student’s lingering mental health needs from the onset of the pandemic. In a new policy brief by the University of Florida’s education research hub the Lastinger Center for Learning, researchers analyzed interviews and surveys with students, parents, teachers and school administrators about the approaches taken by education programs, from birth to 12th grade, during the COVID-19 pandemic.

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Articles (3)

A pragmatic meta-model to navigate complexity in teachers’ professional Learning

Professional Development in Education

Fiona King, et. al


The voluminous literature on teacher professional learning and development presents varied definitions and perspectives on what constitutes professional learning and development. Several terms have been used in the literature in recent decades to describe teachers’ learning, most notably, in-service, continuing professional development, professional development, and more recently professional learning. These are often used interchangeably without critique.

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‘The Cookie’: a recipe for effective collaboration through communities of practice

Contemporary Issues in Practitioner Education

Raquel M. Diaz


Communities of Practice (CoP) have the potential to transform the workplace into learning organisations that prioritise each and every child’s learning and foster collective responsibility, encouraging teachers to see themselves as change agents beyond their classrooms. Previous manifestations of collaborative teaming approaches have met with mixed success for reasons explored within this article. Still, these kinds of work spaces, when sustained over time, can transform the organisational culture of a school.

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Leadership for professional learning towards educational equity: a systematic literature review

Professional Development in Education

Phil E. Poekert, et. al


This systematic review of recent research explored the uncharted intersection of literature on educational leadership, professional learning, and educational equity. It investigated leadership approaches to shaping the professional development and ongoing learning of educators which supports more equitable outcomes for students.

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