7289 research outputs found
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Christ Church, COE, Beavers Corner, Ohsweken, Brantford 1.1C
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1076/thumbnail.jp
Christ Church, COE, Beavers Corner, Ohsweken, Brantford 1.3C
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1080/thumbnail.jp
Her Majesty\u27s Royal Chapel of the Mohawks, St. Paul\u27s, Brantford 1.8
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1107/thumbnail.jp
Her Majesty\u27s Royal Chapel of the Mohawks, St. Paul\u27s, Brantford 1.11
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1110/thumbnail.jp
St. Jame\u27s, Paris, Brantford, 1.1
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1112/thumbnail.jp
St. Paul\u27s AC, Port Dover, Brantford 1.1
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1173/thumbnail.jp
St. Paul\u27s AC, Port Dover, Brantford 1.2
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1174/thumbnail.jp
Trinity AC, Waterford, Brantford 1.1
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1183/thumbnail.jp
Addressing Issues of Trust and Power Gap by Empowering Middle Leaders in an Asian International School
Get PDFThis Organizational Improvement Plan explores trust, leadership, and power at True North Academy (a pseudonym), a Canadian-themed international school in Asia. The Problem of Practice (PoP) recognizes a gap between the school’s current collaborative practices and its aspirations being a cutting-edge learning organization. Recent events, especially the global pandemic, have highlighted the school’s reliance on traditional hierarchies and top-down decision-making. Unpopular decisions made without staff input have damaged teacher trust in the leadership, raised concerns of a staff exodus, and stalled ongoing improvement of school programmes. Within a theoretical framework of social constructivism, a plan is proposed to address the challenges posed by declining trust and the power gap by exploring alternate approaches to decision-making within the senior school. Using a hybrid of Lewin’s stage change model and Duck’s five-stage change curve, the role of middle leaders will be broadened, empowering them as members of a more robust leadership team and in their interactions with their own followers. The solution described in this OIP is for middle leaders to build capacity by engaging in an ongoing Plan, Do, Study, Act (PDSA) cycle in which they learn to work together effectively and model distributive leadership practices within their own professional teams. Supporting middle leaders in redefining their own roles will draw upon the principles of adaptive and situational approaches that focus on their individual readiness, capacity, and emotional needs to ensure a positive transition into a more dynamic and inclusive vision of school leadership
Meeting Grade 8 Transition Students’ Needs for Relationships and Right-Fit Through Teacher Advisory Groups
Get PDFThis Organizational Improvement Plan (OIP) explores the needs of early adolescents transitioning into a high school context. As they enter their new school (referred to as PJSHS) for their Grade 8 year, students exhibit challenging behaviours, lack engagement in class work, and have difficulty meeting teacher expectations. Through a theoretical construct related to attachment theory and stage–environment fit theory, two significant student needs are identified: first, for relationships with teachers and peers, and second, for classroom environments and pedagogy to be a right-fit for students’ developmental executive functioning capacities. Teachers at PJSHS are predominantly subject specialists who lack the knowledge, understanding, and skills to meet young adolescents’ needs for relationships and right-fit. Through an exploration of transformational, distributed, and instructional leadership approaches and analysis of the school organization, this OIP explores possible solutions that ethically address students’ needs by shifting the long-standing school culture where senior high school structures and practices are applied to students of all ages. The proposed solution discusses the establishment of teacher advisory groups as means to meet the relationship and right-fit needs of Grade 8 transition students. The solution also holds promise of shifting the prevailing high school culture to one that is more equitable and ethical for all students. Appreciative inquiry is the model for change implementation and aligns with the social-constructivist construct and mission of empowerment evident at PJSHS. Through the collaborative work of teachers, the culture at PJSHS can shift through co-construction of the desired future state to meet students’ needs.
Keywords: adolescents, relationships, executive functioning skills, transformational leadership, appreciative inquiry, social-constructivis