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Challenging Anti-Black Racism: To Improve the Efficacy and Success of Black Administrators. Organization Improvement Plan
Get PDFThe success of Black students has been at the forefront of discussion and planning in many school boards. As a result, we have seen many solutions and proposed solutions addressing anti-Black racism. Some of these solutions included de-streaming courses, revisions on how Black students were suspended, and the inclusion of culturally relevant pedagogy and critical race theory in the curriculum, to name a few. These institutionally proposed solutions are all great and even add value to the educational experience of Black students.
Although these strategies greatly enhance students’ experience, they fail to challenge the status quo of society. These strategies continue to preserve society’s status quo in which Black administrators are underrepresented in our schools. A society in which Black students rarely, if ever, see an administrator who looks or sound like them. This Organizational Improvement Plan (OIP) seeks to highlight the anti-Black racism that results in the underrepresentation of Black school administrators. It will also draw attention to the impact underrepresentation of Black administrators have on Black students, thereby increasing awareness and challenging society’s status quo. This OIP will be viewed using critical race theory (CRT) to break the shackles of anti-Black racism. This work comes at a crucial time when just as we are emerging from two and a half years break when everything, including anti-Black racism, came to a standstill due to the COVID-19 pandemic. The success of this OIP will be sought through transformational and inclusive leadership approaches, along with a mentoring solution aimed at working cohesively with all stakeholders to bring the plans of this OIP to reality
Building Dynamic Capabilities towards Innovation and Flexibility
Get PDFIn March 2020 most Higher Education Institutions around the world quickly moved to online learning and work with only one week to prepare. While the pandemic forced us to do this quickly and without a well thought out plan, most of us met this challenge. The World Health Organization declared that COVID-19 was no longer a global health emergency on May 5, 2023, but many institutions had started the return to “normal” before then. This Organizational Improvement Plan starts with the vision that rather than retrenching back to “normal”, Ontario Polytechnic, a large polytechnic institution in Ontario, Canada, should be moving even further towards flexibility in teaching, learning and work to remain competitive in a complex and changing environment. It goes further to envision Ontario Polytechnic as an organization that is equipped to deal with future innovations, with the dynamic capabilities and innovation mindset to respond creatively and effectively to changes in the environment. In moving this culture change forward, this OIP outlines the importance of understanding social networks, both formal and informal, early and deep engagement of employees, who are seen as actors in the change, rather than recipients of change, and uses Kotter’s Modified 8-Step Change Management Model as a road map to change. The complementary application of both transformational and complexity leadership approaches is key to the success of undertaking a culture change as deep as this one
Better Together: From Siloed to Relational Organizational Design
Get PDFThe impacts of historical inequities continue to limit access to quality outcomes for all learners in British Columbia. Organizational structures that separate and isolate efforts to create equity persist in BC school districts. Riverstone School District has attempted to disrupt the norm of siloed and discoordinated efforts by merging several central office support departments to offer increasingly wholistic and effective support to schools and the families they serve. However, despite the best intentions and despite now sharing physical space with one another, the departments have not yet merged effectively; isolated, conflicting efforts persist. This Organizational Improvement Plan (OIP) offers a vision for an interconnected and coordinated support services unit, one better positioned to offer wholistic and effective support and leadership to schools as they strive to create environments where every learner thrives. Through the collective leadership of meso-level leaders, members of the Learning Services Collective (LSC) will focus efforts on increasing their relational coordination—that is their mutual respect, shared knowledge, shared goals, and accurate communication and problem solving. The change implementation plan follows the relational model of organizational change which embeds a monitoring process throughout as members co-construct their way forward, checking in periodically with an evaluation tool. Throughout, LSC members mobilize their knowledge through a collaborative inquiry process. This OIP serves Riverstone School District’s goal of enabling all students to thrive and the district’s core values of collective responsibility, integrity, connection, well-being, and diversity
Yá sgóonwáan adátx\u27i neildáxh kha sgóondáxh hasdu eexh dasheeyí, kei kghak’é! Mamawiohpikihawasowin akwa awasisak kisaspin wecihawak wikiwahk akwa kiskinwahamakiwikamikohk kita mithopathin! Supporting First Nations Student Academic Success Through Improved Educator Efficacy
No full textFifty years ago, Together Today for Our Children Tomorrow (1973) stated that Tawaw Education (pseudonym) has been failing to meet the academic needs of First Nations students from K-12. This ongoing issue is highlighted by both the Office of the Auditor General’s Reports (2009; 2019) and Yee’s (2021) Review of Inclusive and Special Education Report. This Organizational Improvement Plan (OIP) addresses the ongoing education issues First Nations people have endured for many years and provides guidance to support improved educator efficacy throughout the system. An Indigenous leadership approach is used to ensure authenticity to this work, highlighting the importance of focusing on community interests and confirming this work benefits everyone. There is focus on creating an inclusive system reflective of First Nations ways of knowing, doing, and being. This improvement plan presents a collaborative approach outlining the journey toward theory and practice necessary to ensure the well-being of First Nations learners and providing a more equitable education system. This initiative to integrate First Nations ways of knowing, doing, and being into everyday planning, teaching, and learning aligns with Tawaw Education’s vision. As communicated in the plan for change, learners and educators are at the centre of a powerful vision for a more inclusive, equitable, and flourishing learning environment at Tawaw Education. Supporting First Nations learners in feeling a sense of belonging in the education system requires culturally relevant curriculum, pedagogy, and assessments reflective of First Nations ways of knowing, doing, and being. Tawaw Education is taking promising steps toward decolonizing possibilities within the organization
The Investigation of Non-STEM Undergraduate Students\u27 Geometric Cognition Development within an Embodied Cognition Lens
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