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Trinity AC, Waterford, Brantford 1.8
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1190/thumbnail.jp
St. John\u27s AC, Woodhouse, Simcoe, Brantford 1.4
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1201/thumbnail.jp
St. John\u27s AC, Port Rowan, Brantford 1.1
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1205/thumbnail.jp
Leadership of Diversity in the Ontario Fire Service
Get PDFThe purpose of this Organizational Improvement Plan (OIP) is to interrogate the problem of leadership and change management as related to addressing the problem of gender diversification in Ontario’s municipal fire departments. The goal is to identify appropriate leadership approaches and attributes that are helpful in cultivating a high-performing, respectful, and collegial environment in which qualified females can be accepted and successful in working alongside male firefighters. The current situation is fraught with complaints, premature resignations, illness, and highly publicized experiences of women encountering negative experiences while working in municipal fire departments. My Problem of Practice is focused on the need for leaders’ attributes and actions that serve to support women in the fire service and, in turn, influence the mindset of legacy male firefighters toward embracing the benefits of a cohesive and effective workforce in this critical community service. This OIP considers solutions that can be useful in ensuring that fire service leaders (namely male) are appropriately positioned and prepared to support and cultivate a high-performing workforce that embraces and respects gender diversity within the firefighting ranks
Building Capacity for Deep Learning
Get PDFPost COVID-19, gives school leaders the opportunity to build back a better school system focusing on the needs of students, preparing students to thrive in the 21st century by shifting from teacher-centred to learner-centred pedagogy. Changing teachers’ attitudes, beliefs, and skills to make this shift requires new learning through creating an effective professional learning environment. This organizational improvement plan explores how to build teacher capacity for 21st century learning at the Family of Independent Schools (a pseudonym) in Ontario through the creation of collaborative inquiry teams where teachers develop an individual and collective understanding of deep learning. Deep learning creates student-centred partnerships that integrate academics, well-being, and equity outcomes into regular classroom practices. Social cognitive theory is the theoretical framework that supports teacher learning through leveraging triadic reciprocal causation and its impact on teacher self-efficacy. Collaborative inquiry teams provide a structure for a professional learning environment where opportunities for enactive mastery, vicarious experiences, verbal persuasion and affective states support teachers’ self-efficacy as they change their skills, behaviours and attitudes. Transformational and instructional leadership practices focussing on building relationships, capacity and instructional structures are instrumental in supporting student learning by supporting teacher learning. A three-year implementation plan includes the change plan, a monitoring and evaluation framework and a persuasive and active communication plan to support the change. The organizational improvement plan concludes by considering ways to ensure the plan\u27s sustainability over time.
Keywords: 21st century learning, collaborative inquiry, deep learning, instructional leadership, self-efficacy, social cognitive theory, transformational leadership, triadic reciprocal causatio
Increasing the Academic Achievement of English Language Learning Students: An Inquiry into Culturally Responsive Pedagogy
Get PDFThe English Language Learner (ELL) international boarding students at an independent, not-for-profit school have consistently demonstrated lower levels of academic achievement than their local peers. This Organizational Improvement Plan (OIP) proposes to address this Problem of Practice (PoP) by creating a professional learning community (PLC) to institute more culturally responsive pedagogy. This OIP suggests a compelling correlation between inclusiveness and academic success, and therefore the school needs to raise its level of cultural competency, introduce more equitable assessments, and increase coordination among the various departments and systems that support the ELL students. The implementation of the proposed solution relies on a combination of both authentic and distributed leadership styles, while social constructivism and systems thinking underpin the PLC philosophy. Bolman and Deal’s (2017) Four-Frame Model is used to determine a viable approach to the problem, while Nadler & Tushman’s Congruence Model (1999) is applied to uncover the elements that will both drive and hinder institutional change in the organization. Kotter’s (2014) Eight Accelerator Model leverages the distributed leadership model, supplemented by Cooperrider & McQuaid’s (2012) appreciative inquiry (AI), a positive, constructivist approach which will direct an in-depth, school-wide inquiry into ELL student learning and culturally responsive pedagogy. The accelerator model and appreciative inquiry guide the implementation and communication plan to foster learning over the change process. The Plan, Do, Study, Act (PDSA) cycle is included as a tool for the monitoring of the change process, providing the opportunity for assessment and continuous improvement (Popescu & Popescu, 2015)
Transformation Through Trust and Authenticity: Improving and Aligning Service Learning in an International Baccalaureate School
Get PDFThe International Baccalaureate’s Middle Years Programme places service learning at the core of its curriculum. Yet, challenges with implementing it successfully are omnipresent in international schools. This Organizational Improvement Plan (OIP) aims to support teachers with the implementation of service learning projects at a private, non-profit international school in Western Europe. It is guided and framed by a Problem of Practice (POP) that addresses the current state of service learning at Mountain Range School (MRS) where curriculum and independent service projects are inconsistently designed, implemented and supported. It includes an evaluation of school policies, curriculum, teacher capacity, resources and systems. The underlying leadership approaches to this OIP are authentic and transformational leadership. A consideration of the cultural and logistical aspects that are impacting the implementation of service learning is evaluated. A gap analysis is conducted between the current and future state of service that analyzes inputs, outputs, resources and materials. Four solutions are considered and evaluated against a cost-benefit criteria, resulting in a fifth hybrid solution that combines professional development support for teachers and curriculum implementation strategies. A change path model (CPM) is used to outline the proposed changes and the plan-do-study-act (PDSA) cycle is used to monitor change. The communication and tracking of change is aligned with authentic, transformational leadership approaches that leverage the ethos of service through human interactions that emphasize dialogic, cyclical growth in order to institutionalize change and ultimately improve the program’s effectiveness to impact change in the local community
St.. Mary\u27s Altar, Walkerville
No full texthttps://ir.lib.uwo.ca/anglican_altars/1100/thumbnail.jp
COMMUNITY INTEGRATION THROUGH COOPERATIVE EDUCATION (CICE): A POST-SECONDARY WORLD FIT FOR ALL
Get PDFStudents with developmental disabilities are a growing and diverse population. Higher education landscapes are becoming increasingly complex. Despite academic and personal supports available to all Ontario college students through student services centers, Marshall College (a pseudonym) is experiencing a disconnect between the stated vision, mission, and values and the Community Integration Through Cooperative Education (CICE) program and its students. Diverse views have polarized senior administration, faculty, and staff on how to adapt to having students with developmental disabilities accessing post-secondary education through the CICE program. This Organizational Improvement Plan explores the organizational context of Marshall College and proposes an improvement plan to address the problem of practice, which is how to improve the lack of integration experienced by the CICE program and its students. As the faculty coordinator of the CICE program, I have created a change improvement plan to guide the change process. The problem of practice is framed with the interpretivist, social constructivism epistemology, and Capper’s (2019) Disabilities Studies in Education epistemology. The plan’s predominant leadership frameworks, transformational and authentic leadership, combined with Kotter’s (1996, 2012) eight-step change model is used to create a plan of action that encompasses key stakeholders with well-defined roles and responsibilities to enact the proposed change. The plan-do-study-act cycle is used to monitor and evaluate the plan and I incorporate detailed plans for communicating the need for change while ensuring collaboration amongst all stakeholders. I conclude with a pathway forward within this institution and set the groundwork for future change.
Keywords: developmental disabilities, integration, post-secondary education, transformational leadership, authentic leadershi