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Improving the Learning Experiences of English Language Learners in International Schools
Get PDFThis Organizational Improvement Plan (OIP) aims to improve the learning experiences of English Language Learners (ELLs) in international schools. It is framed around a Problem of Practice (PoP), which is based on concerns pertaining to ELLs’ English language acquisition difficulties and the limited incorporation of ELLs’ linguistic and cultural diversity. Central to this OIP is developing a desired state, which is proposed to improve ELLs’ inclusiveness. This OIP has been viewed through the lens of critical theory, relative to educational equity, and it is informed by sociocultural theory in relation to language learning within social contexts. An Internationally Minded Leadership Model, comprised of both transformational leadership and inclusive leadership, framed around international mindedness, and linguistically and culturally inclusive practices, has been developed for this OIP. Internal and external change drivers, encompassing increased ELL enrolment and difficulties in English language acquisition, have necessitated changes in order improve ELLs’ learning experiences. Nadler and Tushman’s Congruence Model (1980, 1989) frames the critical organizational analysis, which is informed by the Rate the Organization’s Readiness for Change Questionnaire and a force field analysis to gauge change readiness. Moreover, a blended change framework, which combines Cawsey, Deszca and Ingols’ (2016) Change Path Model and Kotter’s (1996, 2012) Eight-Stage Process, has been utilized to guide the development of the change implementation and communication plans, framed around the PoP’s chosen solution. Furthermore, the PDSA cycle serves to monitor and evaluate the change process for this OIP
Communicating Effectively with Vaccine Hesitant Patients
Get PDFVaccine hesitancy is a multifaceted and complex public health issue, and a plethora of research has been conducted on patients’ vaccine knowledge, attitudes, and beliefs that contribute to decreased public confidence in vaccines which then decreases vaccine uptake, which ultimately has resulted in an increase of vaccine preventable disease outbreaks (for example, measles). Research also illustrates that health care providers (HCP) are patients’ primary source of vaccination information and that HCPs who can communicate effectively with these patients are more likely to encourage adherence to medical advice and the adoption of preventative health behaviours, such as vaccination. Unfortunately, the communication training resources for HCPs are limited and conflicting, and thus, there is no communication training plan for immunization HCPs at a public health unit in Ontario. This OIP presents a pathway to develop and implement a training plan for HCPs to learn motivational interviewing (MI) and presumptive language through problem-based learning (PBL) so they can communicate effectively with vaccine hesitant patients. By demonstrating Leader-Member Exchange (LMX) and Servant leadership behaviours encompassed in public health leadership practice, the author combines the ADKAR Model of Change and Kotter’s Eight Stage Change Process, as well as utilizes Duck’s Five Stage Change Curve to manage the inevitable emotions that affect the change process, to guide the pathway in an effort to decrease vaccine hesitancy in a community and improve overall vaccine coverage rates
Designing a New Resourcing Model for Rural Schools in Labrador
Get PDFThe motivation of this Organizational Improvement Plan (OIP) is rooted in attaining more equity and social justice for marginalized groups in rural, geographically isolated sections of Labrador. The focus of the change process within the social justice frame is the lack of resources in these rural schools. The broad base of the resourcing issue encompasses lack of rural staff, books, manipulatives, technology, games, funding, community supports, consumables and all other standard school accompaniments. Departmental funding for our schools is very limited, this is an extensive and significant issue in most rural schools in the area, and this OIP plans change in the specific area of the monetary funding of these organizations. The change approaches used in the plan are a blend of critical theory, adaptive leadership amalgamated with other leadership approaches, and several models and processes to analyze and guide change. The plan recommends a two-fold approach of coalition formation to raise awareness among School District X and the union, known as the Newfoundland and Labrador Teacher’s Association (NLTA) of the resourcing issue, while concurrently increasing the capacity of the local communities to fundraise for the school. The implications of this change process are that these schools are unfairly funded and need significant change in order for students to receive an equitable education. This will be of interest to similar schools implementing funding or other changes with the intent of freeing specific groups from oppression and helping to build social justice
It Takes an Organization to Nurture an Educator
Get PDFThis Organizational Improvement Plan (OIP) uses the transformational and behavioural leadership approaches as lens to transition an organization from the current state of inconsistent course implementation to a future state of consistency. This problem of practice is situated in an area in Canada that inhabits families with children six to twelve years of age. The relevancy of the problem affects the organizational credibility with community members and senior and middle managements’ accountability for the lack of consistency from frontline staff. Lecturers’ dispositions, positionality and experience were identified as factors that influence the ability to dislodge beliefs, make necessary changes and establish a new belief systems and processes. ADKAR and Stage Theory of Change were change management models utilized to move the organization forward and establish solutions for an improvement plan. Recruitment and selection, professional development and performance management are solutions that were explored to reinforce the consistent implementation of a child development course. Professional development was reviewed extensively to determine timelines for the change process and the organizational roles and responsibilities for oversight and progress evaluation
Case 1 : Vanishing Volunteers: The Use of Implementation Research to Improve Support for Community Drug Distributors in Cote d\u27Ivoire
Get PDFTo be implemented successfully, most large-scale public health interventions, such as mass drug administration (MDA) campaigns for the elimination of lymphatic filariasis, require a large extent of human health resources. For several reasons, health workers and volunteer community drug distributors (CDDs) sometimes feel overwhelmed and unsupported in their work, which can cause them to give up their essential roles. In lower middle-income countries such as Côte d’Ivoire, where volunteers tasked with the distribution of antifilarial medications are already in short supply, losing valuable human health resources can ultimately cause MDA programs to fail. As such, it is crucial for implementers to recognize and address any issues with their health intervention plan that may lead to increased attrition among their workforce. Dr. Emmanuel Koffi, one of the neglected tropical disease program managers at Côte d’Ivoire’s Ministry of Health and Public Hygiene, recognizes that research is needed to investigate the factors contributing to increased stress and attrition rates among his volunteer CDDs. The steps that he should take to conduct an effective research project, however, remain uncertain. After reaching out to Dr. Myriam Kouamé at the University of Abidjan, Emmanuel has decided that applying an implementation research strategy may be best for this project. Having little experience with this type of research, he has enlisted Myriam’s assistance to develop a research plan that will help him identify how he can better support his volunteers. Emmanuel knows that time is short—the 2020 deadline to eliminate lymphatic filariasis in Côte d’Ivoire is fast approaching, and he must act quickly to ensure that the CDDs are well supported if they are to achieve this elimination goal
Case 3 : The Missing Four Million: Working to Increase the Case Finding Rate for People with TB
Get PDFParu Hari, an Accredited Social Health Activist (ASHA), lives in Bihar, India, one of the poorest states in the country. Paru is involved in daily outreach within her community to facilitate community member access to health care facilities, administer medications, treat minor ailments, and generate health awareness. The majority of her work involves antenatal checkups, immunizations, and mild sickness treatments. However, with Bihar reporting approximately 70,000 new cases of tuberculosis (TB) annually and many cases going unreported and undiagnosed (Fathima, Varadharajan, Krishnamurthy, Ananthkumar & Mony, 2015; RESULTS Canada, 2018b), Paru decided to take action. She proposed that ASHAs act as TB educators and household screeners for patients who have TB because she was tired of watching people in her community suffer and die from a treatable disease. Paru decided to visit Dr. Tisha Guru, Bihar state’s Regional ASHA Program Director, to share her concerns about how best to integrate TB educational activities and household screening programs into her daily routine. For Paru to gain a clear understanding of what she needs to know to identify TB patients and what they require during diagnosis and treatment, Dr. Guru suggested that she accompany patients from the initial stages of their diagnosis through to treatment. Although Paru did not have an extensive medical background, she knew that the ASHA program required a great deal of funding to ensure it was sustainable and that the necessary resources were available for TB testing and care to be integrated into their daily work. Paru knew action needed to be taken, not only to continue the ASHA program but, more importantly, to help patients who were being overlooked by the current health care system. Paru worked alongside Dr. Guru to identify the key stakeholders who could effectively communicate the critical need for improved TB surveillance, educational activities, and household screening programs into the services ASHAs provided
Case 12 : Policy Window - When Lyme is in the Limelight
Get PDFMelissa Doug is a senior policy analyst at the Centre for Food-Borne, Environmental and Zoonotic Infectious Diseases at the Public Health Agency of Canada. She has been tasked with preparing Question Period (QP) notes for the Minister of Health. She has very little time to prepare a clear, succinct, and jargon-free note by 8:30 a.m. for the Director’s approval. Once the note is approved, the Director will forward it to the Minster of Health with an update on the status of activities being undertaken for the Action Plan on Lyme Disease. The QP note also includes an update on the upcoming roundtable discussion with stakeholders as part of the Lyme disease engagement strategy. Melissa has been working on Lyme disease policy for more than four years and her team’s energy and efforts will come to fruition during this roundtable discussion.
Lyme disease is a rapidly growing public health challenge in Canada. The absence of a consolidated national response to Lyme disease led to the Federal Framework on Lyme Disease Act, which mandated the Minister of Health to call a national conference on the issue. The Public Health Agency of Canada developed the federal Action Plan on Lyme Disease on behalf of the Minister of Health. The Action Plan is based on three pillars—surveillance, education and awareness, and guidelines and best practices. Developing the plan requires comprehensive consultation with all stakeholder groups to ensure that diverse perspectives in policy development and implementation are incorporated. Stakeholder engagement in the implementation process is key to addressing the specific needs of at-risk groups and narrowing the gaps in current practices at the policy level.
The purpose of this case is to underscore the importance of stakeholder analysis and management in defining future policy directions and successful program implementation. Incorporating the real-world perspectives of diverse stakeholders is an essential component of an effective policy-making process
Ch. 04 - The Pursuit of Happiness: Music Access in 21st Century America
Get PDFThis chapter describes policy mechanisms that can be revised to support “music making by all.” Aguilar starts with the normative claim that engagement in music education in elementary, secondary, and post-secondary institutions should encompass opportunities for a range of music-making experiences, especially those experiences that may be ignored or marginalized because of the traditional structure of post-secondary institutions. Broadening choices for musical engagement may provide greater relevance, as well as increased access and participation in learning music by all and for all
