October 28-30, 2026 |
Kansas City, MO

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Timothy Ford

Timothy Ford

Associate Professor and Program Area Coordinator (Tulsa)University of Oklahoma

Tim Ford is an associate professor in the department of Educational Leadership and Policy Studies at the University of Oklahoma, Program Coordinator for Tulsa programs, and the Director of the Leadership and Policy Center for Thriving Schools and Communities (THRIVE). His specific researcher interests are in: 1) the social organization of schools and school improvement; 2) teacher and principal psychological needs and 3) the effects of policy and school leadership practices on school working conditions and the effects these have on various aspects of teacher and leader well-being. Dr. Ford earned his Ph.D. in Curriculum, Teaching, and Educational Policy from Michigan State University in 2010. He is the author of over 60 peer-reviewed articles, book chapters, and reports and his work has been published in Review of Educational Research, Educational Administration Quarterly, Journal of Educational Administration and Educational Policy, among others. He serves as Co-Editor for the American Educational Research Journal and on the editorial boards for Early Education and Development and International Journal of Educational Policy and Leadership.

Thu Oct 29•4:00 PM – 5:00 PM

Design for Educator Wellness: Translating Research into Measurable, Scalable School-Based Interventions

This educator-led session presents findings from a multidisciplinary, post-occupancy design research initiative that examined how targeted environment

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This educator-led session presents findings from a multidisciplinary, post-occupancy design research initiative that examined how targeted environmental interventions, specifically the integration of teacher wellness spaces, can support educator heal

…

This educator-led session presents findings from a multidisciplinary, post-occupancy design research initiative that examined how targeted environmental interventions, specifically the integration of teacher wellness spaces, can support educator health, safety, and well-being in education settings. Drawing on empirical outcomes, design documentation, and implementation insights, the session connects research evidence to real-world school environm

…

This educator-led session presents findings from a multidisciplinary, post-occupancy design research initiative that examined how targeted environmental interventions, specifically the integration of teacher wellness spaces, can support educator health, safety, and well-being in education settings. Drawing on empirical outcomes, design documentation, and implementation insights, the session connects research evidence to real-world school environments. Attendees will explore how design strategies aligned with HSW priorities can be adapted across diverse educational contexts, budgets, and facility constraints. 

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EDsession (60 minutes in classrooms)Session TypeTRACK 4: Evidence, Impact & the Future of Practice — Research, systems, sustainability, and accountabilitySession Track
Mia Kile
Kyong Ah Kwon
Timothy Ford
Weiyi Cheng
Mia Kile
Mia KileAssociate Professor, University of Oklahoma
Kyong Ah Kwon
Kyong Ah KwonProfessor, University of Oklahoma
Timothy Ford
Timothy FordAssociate Professor and Program Area Coordinator (Tulsa), University of Oklahoma
Weiyi Cheng
Weiyi ChengGraduate Researcher, University of Oklahoma
Mia Kile
Mia KileAssociate Professor, University of Oklahoma
Kyong Ah Kwon
Kyong Ah KwonProfessor, University of Oklahoma
Timothy Ford
Timothy FordAssociate Professor and Program Area Coordinator (Tulsa), University of Oklahoma
Weiyi Cheng
Weiyi ChengGraduate Researcher, University of Oklahoma
Tags:Group E
Allow Registration:No
Capacity Unlimited:No
Indicate how the topic is applicable to Health, Safety, Welfare (HSW) Design credits.:This session qualifies for HSW credit by addressing how the design and modification of educational facilities directly impact educator health, safety, and welfare. Participants will identify environmental factors, such as spatial conditions, acoustics, lighting, air quality, privacy, and ergonomics, that affect educators’ physical health, stress, and job performance. The session evaluates evidence-based, wellness-centered design strategies that enhance physical and psychological safety, including interventions feasible within existing facilities. Attendees will apply these strategies to promote equity, functional performance, and well-being in resource-constrained settings. By assessing the organizational value of investing in educator wellness, linked to retention, attendance, and instructional effectiveness, the session reinforces how responsible architectural decisions advance HSW outcomes at both human and institutional scales.
Learner Engagement:This session is designed as a facilitated, interactive learning experience rather than a traditional lecture. Engagement strategies include: • Brief peer-to-peer reflection exercises using participant experience • Small-group discussions analyzing real project scenarios and constraints • Live polling to compare challenges and priorities across attendee roles • Guided discussion connecting research findings to attendees’ current projects These activities support adult learning principles and foster cross-disciplinary dialogue.
Learning Objective 1:Identify environmental factors within educational facilities that impact educators’ health, safety, and well-being.