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Increasing Collective Teacher Efficacy through Inuit Qaujimajatuqangit and Coaching: A Community-Based Approach
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Instructional coaching in one remote northern community focuses on teacher mentorship and professional learning and prioritizes the implementation of prepackaged literacy resources. This focus on the implementation of prepackaged programs and data collection, promotes neo-liberal priorities and the privatization of education, over the methods that support the inclusion of Inuit cultural knowledge. Kostogriz (2011) states that we should be cautious about accepting the neo-liberal discourse of the literacy crisis and standardized reforms, the author suggests that low levels of literacy are not a large-scale problem so much as a result of under-provision of a socially just education.
This Problem of Practice investigates the role of the learning coach in increasing collective teacher efficacy in accordance with the principals of Inuit Qaujimajatuqangit (IQ). Coaching to improve collective teacher efficacy through the integration of IQ may show greater educational improvement than literacy coaching alone. This vision for change includes an analysis coaching philosophy, leading from the middle, critical theory, organizational learning, the practice of decolonizing education and the positive effects of improving collective teacher efficacy. A PESTE analysis of the political, socio-economic factors; Bolman and Deal’s (2008) human resource frame and Nadler and Tushman’s (1980) congruence model will guide the critical organizational analysis. The leadership approaches to change are transformational, transformative and include ethical and decolonizing methods.
The Change Path Model of Cawsey, Deszca, and Ingols (2016) is the chosen organizational framework for leading change in this Organizational Improvement Plan. Analysis of relevant internal data presents information on student educational attainment levels, and external data describes the positive effects of increasing collective efficacy on student achievement and school improvement. Hall and Hord’s (2006) six functions guide the coaching process and Change Path Model implementation planning (Cawsey et al., (2016). Implementation is presented through a series of Plan Do Study Act cycles and supported with a plan to communicate change (Conzemius & O’Neill, 2014). Coaching to influence teacher collaboration with a greater emphasis on IQ approaches and knowledge is seen as a key pathway in the leadership model to increase collective efficacy beliefs.
Keywords: collective teacher efficacy, learning coach, Inuit Qaujimajatuqangit (IQ), transformational leadership, transformative leadership, ethical leadership, decolonizing education, Change Path Model
Supporting Youth Aging out of Government Care with their Transition to College
Get PDFFor youth in and aging out of government care in British Columbia, accessing and completing college programs is a challenge that is gaining awareness in educational settings and the larger community. The research is clear; youth in and aging out of care are not as prepared as their peers to transition to college and have much less support to access them (Nichols et al. 2017, Shaffer et al. 2015). This paper identifies some of the main reasons for the discrepancy in educational outcomes, from an institutional perspective and as a broader wicked social problem. This Organizational Improvement Plan addresses this challenge by increasing supports and services for youth in and aging out of care transitioning to a British Columbia community college. It examines this problem of practice using feminist and political theoretical frameworks. Servant leadership guides the development of the plan and its characteristics are utilized to create a vision for change. Further analysis of institutional change readiness is explored using Bolman and Deals (2013) Four Frame Model. A change implementation plan is presented that streamlines services for youth in and aging out care to ensure necessary supports are provided for improved transition and the completion of Grade 12 and college programs.
Keywords: Youth in and aging out of care, college transition, career exploration, academic upgrading, Service Delivery Model, servant leadership
House with sign and flag
No full textPhoto of the corner of a home with a Canadian flag and a sign that says 1918 Fred Young Soldierhttps://ir.lib.uwo.ca/hearhereopening/1033/thumbnail.jp
Group Gathered
No full textPhoto of a group gathered outside of a house for a tourhttps://ir.lib.uwo.ca/hearhereopening/1030/thumbnail.jp
Shaping the Leadership Practice of Effective Principals
Get PDFPrincipal leadership in schools is a critical factor in promoting student achievement and fostering a climate for continual professional learning among teachers. The principal sets the tone for the school and it is the principal’s leadership approach that affects the school’s culture, climate for professional learning, and impact on promoting deep student learning and critical thought. In Ontario, school principals are being tasked on a daily basis with the dual challenge of leading the professional learning of teachers while overseeing a multitude of managerial responsibilities for operating a school. Add to this a new era of accountability and a focus on school data, the job description of school principals has significantly expanded. Supporting principals to address this dichotomy of challenging tasks is required. The problem of practice (PoP) that inspires this organizational plan (OIP) explores the core leadership practices and key contingencies necessary to shape the instructional leadership practice of effective principals. It utilizes the principles of shared and servant leadership through a liberal and critical lens to develop sustainable solutions which are multifaceted and target both the principal’s personal agency and the organizational points of leverage for change. In addressing the change process, a multi-pronged framework, using the Congruence Model of Nadler and Tushman (1989), will be used to evaluate the organizational change process and guide administration and staff towards conceptualizing and leading change both at the system and school level.
Keywords: Principal, Student Achievement, Sustainability, Professional Learning, Capacity Building, Shared Leadership, Servant Leadership, Organizational Change, Collective Efficac
Story 29-3 Marilyn Austin Interview
No full textDuring her years in nursing training at Victoria Hospital, Marilyn Austin got caught underage in a police raid at the Victoria Tavern
Story 42-1 Beryl Chernick Interview
Get PDFBeryl Chernick shares her experience attending the Talmud Torah (Hebrew School) in her youth
Story 22-1 Dave Moczulski Interview
No full textDave Moczulski recalls the sting of receiving “the strap” for disobedience by his grade eight teacher while attending St. John’s school on Hill Street
