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When Good Intentions Aren\u27t Good Enough: Dismantling Colonial Praxis in Educational Leadership
Get PDFAddressing the inequitable educational outcomes of Indigenous students in K-12 education in Alberta is a moral imperative, a mandate of the provincial government and a response to Call to Action #10 of the Truth and Reconciliation Commission. This dissertation-in-practice, viewed through the lens of critical theory, interrogates systemic barriers within Three Bear Hills School Division (a pseudonym) that hinder Indigenous students\u27 graduation and post-secondary transition rates. Indigenous students in K-12 education are adversely impacted by the influence of settler colonialism on leadership praxis, as evidenced by the achievement gap discourse, deficit thinking, and unconscious bias. These factors lead to the over-representation of Indigenous students in lower academic streams and special education classes. Historical efforts to address these issues through decolonizing reforms at provincial and national levels have been largely unsuccessful. This dissertation-in-practice employs transformative and adaptive leadership approaches, utilizing Stroh’s 4-stage change model to dismantle leadership’s colonial mental models. Education partners collaboratively create a shared vision of a preferred future using an appreciative inquiry methodology. Transformative learning theory supports third-order change among school leaders through reflexivity and dialogic practices. Third-order change, grounded in the decolonization of leadership, must precede second-order decolonizing practices such as land-based learning and language programming to achieve equitable educational outcomes for Indigenous students. Through personal transformation, educational leaders can reconsider their mental models and develop critical consciousness, paving the way for meaningful, systemic change
Improving Educational Opportunities for Indigenous Students in Alberta
Get PDFThis Dissertation-in-Practice (DiP) seeks to address the underachievement of Indigenous students in a K-9 school in the province of Alberta. Using critical theory and Indigenous knowledge as guidelines, the DiP recognizes a number of significant barriers (the perpetuation of the status quo, racism, colonization, limited relevant pedagogy in classrooms, teacher biases, and a general lack of connection to Indigenous people and culture) that create an achievement-gap between Indigenous and non-Indigenous students. Creating equitable learning opportunities for Indigenous students in a faith-based environment, that protects the institution of the Catholic church as its first priority, presents a significant challenge for educators and leadership within the organizational context. Democratic and transformative leadership practices are employed to utilize the collective expertise of community partners in order to distribute leadership roles to complete tasks, and to scrutinize existing policies, procedures, and practices hindering the success of Indigenous students in classrooms. Kotter’s Eight Step Change Model is identified as the framework needed for the desired structuring for the change implementation process due to its focus on collaboration and communication. PDSA cycles are also incorporated for the purposes of monitoring and evaluation. Removing obstacles to promote collaboration and relationship opportunities, utilizing Indigenous Elder wisdom through storytelling and counternarratives, and permeating culturally relevant pedagogy in classrooms have been identified as possible change solutions based on Indigenous Elder recommendations. Solutions have been selected due to their participatory nature, their connections to Indigenous people and culture, and their focus on Indigenous perspectives. The resulting changes that occur will result in increased achievement from Indigenous students through improved teaching and learning
Empowering Women Principals to Find Joy: Nurturing Mental Health and Wellbeing
Get PDFWomen are overrepresented as education workers (education assistants, early childhood educators, and teachers) and underrepresented as educational leaders (administrators, superintendents). A problem of practice exists where unrealistic demands, increased workload, diminished support, and a lack of recognition of gender differences have contributed to a decline in mental health and wellness of administrators.
This Dissertation-in-Practice (DiP) considers conceptual and theoretical frameworks, literature review, change frameworks, and evaluation mechanisms to arrive at an equity-focused solution that supports mental health and wellbeing while promoting joy. A blended transformative and authentic leadership approach is applied to a critical feminist stance that is underpinned with a social justice lens, ethic of care, and appreciative position. A logic model that considers inputs such as individual and organizational readiness, PESTL, and gap analysis is applied to a blended change model that considers appreciative inquiry theory and change path model. Current literature, relevant qualitative, and quantitative data are considered with a view to deconstructing the current systems in place with a view to valuing and creating a more just and equitable system.
A preferred solution is suggested that recognizes gender differences, identifies barriers that exist, prioritizes mental health, and creates system opportunities for women administrators to support one another and share common experiences. The preferred solution has the potential to build community, improve wellbeing, and provide opportunities to find joy
Balancing Workplace Flexibility and Responsive Service Models in a Postpandemic Learning Services Department
Get PDFFollowing the end of the public health emergency of COVID-19, workplaces began to navigate the need to provide flexibility for employees who valued its positive effects on well-being and productivity. In hopes of retaining employees, many colleges developed policies and procedures for flexible work arrangements, including remote and hybrid work arrangements, whilst attempting to maintain in-person support needs. Workplace leaders are often torn between balancing employee flexibility and campus partners\u27 expectations, and they face complexities such as manager bias and inconsistent policy application. This emerging paradigm of hybrid teams is challenging to implement due to the newness of policies and frameworks and the intersection of the underlying organizational culture. This Dissertation-in-Practice examines balancing these tensions by developing a responsive service model within a British Columbian college\u27s Learning Services (LS) department. By establishing a department culture of teamwork and collaboration, I will help LS to increase responsiveness by understanding their campus partners\u27 expectations while working towards a proactive adjustment of flexible work models that balance the needs of employees and campus partners. The desired state is an environment where LS employees work together across subdepartment boundaries, utilize digital tools for teamwork and communication, and discuss flexible work with their supervisors and teammates. Employees will consider how flexibility requests impact service models, verify their assumptions through data from campus partners, and be empowered to adjust their work-from-home schedules accordingly. This solution intends to benefit the organization by building a stronger workplace culture and service models while retaining satisfied employees
The Heart of School Leadership: Supporting the Health & Well-being of Teachers in the Face of Occupational Pressures
Get PDFThis Dissertation-in-Practice (DiP) investigates the Problem of Practice (PoP) regarding the growing concern for teacher health and well-being within Prairie Land Catholic School (PLCS), a K-9 school in southern Alberta. Teachers at PLCS are facing increased demands, including implementing new curricula, addressing growing student complexities, and managing additional administrative duties, leading to feelings of fatigue, stress, and burnout. The persistent workload demands, compounded by limited resources and support, exacerbate feelings of emotional exhaustion, depersonalization, and reduced self-efficacy. By imploring the Heart of Leadership, encompassing servant leadership, compassionate leadership, and transformative leadership principles, the intent is to analyze the interplay between organizational context, leadership practices, and internal and external factors to propose evidence-based solutions for enhancing teacher health and well-being at PLCS. Grounded in an interpretivist paradigm, the exploration of subjective experiences and perceptions of teachers acknowledges the significance of context and individual perspectives in cultivating positive working environments. Using the 4A change model, this DiP aims to identify effective strategies for organizational change to mitigate teacher burnout and promote health and well-being. Employing appreciative inquiry for monitoring and evaluation, this DiP seeks to identify inherent strengths within the school community, fostering a culture of support and resilience among teachers. A thorough investigation of the PoP will provide insights into the multifaceted challenges that teachers face and will offer tangible, actionable recommendations to cultivate supportive working environments and to guide leaders in supporting the health and well-being of the teachers they serve
Championing Belonging: A Community Where Students Can Flourish
Get PDFIn a K-12 independent school educational setting, belonging is crucial for fostering a positive learning environment where students, faculty, and staff feel valued, supported, and motivated to engage actively in their academic pursuits contributing to increased academic achievement, higher levels of motivation, and improved mental health outcomes. Moreover, belonging plays a key role in promoting diversity, equity, inclusion, and belonging. When individuals feel they belong, regardless of their background, identity, or abilities, it leads to a more inclusive and supportive environment where everyone can flourish and contribute positively to the community. By integrating transformative and authentic leadership and critical and complexity theory, the research aims to provide valuable insights into creating a true community of belonging within an independent school. Critical theory can be utilized to promote inclusivity by encouraging individuals to critically analyze power dynamics, social structures, and systemic inequalities that may perpetuate marginalization and exclusion. Challenging existing norms, policies, and perceptions, critical theory empowers individuals to identify and address injustices within the school community leading to more inclusive practices and policies while complexity theory can be applied to understand the interconnected and dynamic nature of relationships, interactions, and systems at play, emphasizing the importance of a holistic approach, considering multiple perspectives, and adapting to evolving circumstances. Transformative and authentic leadership within an ethic of care can drive positive change, challenging inequity, and empowering individuals to reach their full potential. Creating a sustainable community of belonging can result in positive social transformation.
Key Words: Independent Schools, belonging, transformative leadership, critical theory, complexity theory, authentic leadership
