Jan Westrick


Senior Research Professor

MEH 108


Ed.D. in Educational Policy and Administration – University of Minnesota 2002
M.A. in German Language and Literature – Northwestern University 1978
B.A. – Concordia University Chicago 1977


Jan Westrick is Professor of Education with teaching and research interests in curriculum, assessment, foreign language teaching methods, comparative and international education, teacher professional development, professional identity, and intercultural competence. Her P–12 education experience includes 25 years serving at the Hong Kong International School in a wide range of teaching and administrative positions, including the roles of deputy head, principal, coordinator of curriculum and professional development, high school assistant principal for academics, and teacher. She served as a part-time lecturer at the University of Hong Kong in 2004.

Jan Westrick’s international education development work focuses on quality and equity in education and building capacity throughout educational systems. She has worked on multiple projects with UNICEF’s Child-friendly School initiatives in Oman, Thailand, Macedonia, Uzbekistan, and Bosnia and Herzegovina. She has designed and conducted leadership training for secondary principals in Oman through the U.S. State Department’s Middle East Partnership Initiative. In Bosnia and Herzegovina, she created a methodology for developing national learning outcomes for the Agency for Education and designed and conducted a training-of-trainers model of professional development for teachers and educational leaders on enacting instruction based on the new Literacy Learning Outcomes for Save the Children.

Jan Westrick’s current international education development work assists the Ministry of Education in Oman to implement the national scaling up of Oman’s Child Friendly Schools model, a holistic model of school quality and equity.  Her research interests focus on understanding teacher professional development, principal identity, and intercultural competence within international and comparative contexts.


Sample Publications

  • The influence of service-learning on the development of intercultural sensitivity at an international school, in Globalizing minds: Rhetoric & reality in international schools, 2014
  • Transforming early literacy instruction: An effectiveness study of the Local Literacy Providers Training program in Macedonia, European Education, 2012
  • Studying the effectiveness of professional development in the UNICEF Macedonia Local Literacy Providers Training project: Conceptual and pragmatic frameworks, in Comparative Education, Teacher Training, Education Policy, Social Inclusion, History of Education, 2011
  • Leadership for innovative Oman schools in the 21st century: Transforming principal identity through culturally contextualized training, International Perspectives on Education and Society, 2009
  • Living and learning heart to heart – Intercultural learning experiences to build positive relationships in a multicultural world, Lutheran Women’s Missionary League, 2008 
  • The intercultural sensitivity of secondary teachers in Hong Kong: A comparative study with implications for professional development., Intercultural Education, 2007
  • Phenomenology and meaning-making: Student voices and understandings of cultural difference, Journal of Studies in International Education, 2005


International education development, teacher education pedagogy, principal identity, intercultural sensitivity, service-learning


Comparative and International Education Society
Association for Supervision and Curriculum Development
American Association of Colleges of Teacher Education
Indiana Association of Colleges of Teacher Education


University Research Professorship, Valparaiso University, 2015–2016
Excellence in Teaching Award, Valparaiso University, 2014
Doctor of Letters, Honorus Causa, Concordia University Chicago, 2014
Summer Research Fellowship, Committee on Work and Research, 2013
Valparaiso University – Teacher Education Pedagogy: Disrupting the Apprenticeship of Observation