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St. John\u27s, COE, Tuscarora, Brantford 1.3
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1085/thumbnail.jp
Holy Trinity (Cathcart Church), Burford, Brantford, 1.1
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1096/thumbnail.jp
Her Majesty\u27s Royal Chapel of the Mohawks, St. Paul\u27s, Brantford 1.6
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1105/thumbnail.jp
St. Jame\u27s, Paris, Brantford, 1.0
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1111/thumbnail.jp
St. Jame\u27s, Paris, Brantford, 1.9
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1120/thumbnail.jp
Christ Church, COE, Vittoria, Brantford 1.2
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1134/thumbnail.jp
St. Paul\u27s AC, Port Dover, Brantford 1.6
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1178/thumbnail.jp
Building School Leaders\u27 Capacity to Challenge Anti-Black Racism in Schools
Get PDFThis Organizational Improvement Plan (OIP) was developed based on a problem of practice (PoP) in the Green District School Board (GDSB) related to equity leadership, and building the capacity and efficacy of school leaders to address anti-Black racism in K-12 schools. Despite efforts to create more equitable and inclusive classrooms, Ontario schools continue to display achievement gaps and negative outcomes for Black students, including streaming into courses below their abilities, harsher discipline, and higher push out and suspension rates compared to that of their peers. Feeling of isolation, lack of engagement and teacher connection further exacerbate the racial trauma and the negative experiences of Black students. This work is undertaken during a global pandemic that has further exposed the depth of societal inequities, and the growing demand for action and accountability to correct the prevailing racial injustices impacting Black students. Using a critical race theory (CRT) lens, the OIP outlines a change implementation plan that looks at key structures, learning approaches, and accountability measures that center the voices and perspectives of Black students and their families in order to break down and dismantle systemic barriers and address interpersonal racism and discrimination in schools. Social justice, culturally responsive, and distributive leadership are key leadership approaches to disrupt the status quo and create inclusive spaces. A hybrid version of Lopez’s NOFS, Kotter’s XLR8, and Deming’s PDSA models are used to stop and name anti-Black racism, and structure the necessary learning and supports for school leaders to authentically engage with the Black community and co-create intentional actions that transcend into tangibly different experiences and outcomes, within a culturally responsive school environment
A Postcolonial Study of Organizational Culture and Professional Collaborative Practice in a Southeast Asian International School
Get PDFInternational School Philippines (ISP) (a pseudonym) is an international school established during an era of colonization in the Philippines. While the school’s mission has evolved, the organization now navigates a complex postcolonial and cross-cultural landscape. This Organizational Improvement Plan (OIP) problematized the school’s vision of establishing an organizational culture of professional collaborative practice within a culturally diverse teaching faculty. Examining the constructs framing the problem reveals that cross-cultural approaches to human behaviour should consider how individual culture relates to organizational phenomena such as professionalism, collaboration, and leadership. Additionally, leadership approaches chosen to guide organizational change at ISP should be framed in postcolonial and cross-cultural theory. Synthesized through a culturally responsive lens, authentic and adaptive leadership are presented as a singular change leadership approach aligned with ISP’s change context. A critical organizational analysis points to school leadership as the primary driver of organizational change and cultural responsivity as the antecedent to professional collaborative practice in the cross-cultural and postcolonial ISP context. As such, developing culturally responsive leadership throughout the organization is the preferred solution to the problem and the focus of a four-stage change implementation process. Change monitoring—in the form of developmental evaluation (DE) and the plan, do, check, act (PDCA) improvement cycle—and strategic communication are activated throughout the change process. Establishing culturally responsive leadership throughout the organization is believed to be essential to the eventual development of an organizational culture of professional collaborative practice at ISP