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How Did Isotretinoin (Accutane) Survive a Public Relations Disaster? Finding New Uses for Abandoned Drugs
Get PDFAdaptation and Implementation of an Accessible Measure of Language Comprehension for Non-Speaking Children with Cerebral Palsy in Canada
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Equity-Driven Change Action: Reimagining Assessment and Evaluation Practices in Middle School
Get PDFTraditional assessment and evaluation (AE) practices do not enable equitable learning experiences, outcomes, or opportunities for all students, nor do they reflect coherence with the redesigned provincial curriculum. This Dissertation-in-Practice (DiP) details change action focused on addressing this problem of practice (PoP): the lack of coherence between curricular intentions and AE practices at BC Middle School (BCMS, a pseudonym). The DiP details past school improvement efforts to shift away from letter-grade/percentage driven AE towards assessment of learning using competency-based proficiency language as well as themes that emerged requiring further attention: a lack of Indigenous partner group voices in shaping change at BCMS, and a further need to embed culturally sustaining assessment and evaluation (CSAE) practices into the AE culture of the school. In considering possible solutions, a professional learning community (PLC) framework involving all partner groups is proposed with the aim of developing project/performance-based assessment tasks (PBATs) as a model for progressing toward our CSAE goal. Applying Kotter’s (2012) 8-step change model, a change implementation plan (CIP) is discussed, detailing the proposed change action sequence, emphasizing iterative and dynamic change cycles with key progress indicators, a plan for knowledge mobilization, and potential next steps and future considerations for organizational improvement beyond the school. Prioritizing collaborative engagement with partner groups, this DiP underscores the necessity of intentioned, ongoing action focused on decolonizing educational paradigms and ensuring equitable learning opportunities for Indigenous students
Principal Leadership from a Settler Canadian\u27s Perspective
Get PDFThe Truth and Reconciliation Committee’s (TRC) Calls to Action #7 and #63 focus on the Indigenization and decolonization of schools to create positive change for Indigenous students. To address these specific Calls to Action in an Ontario Catholic elementary school, a critically responsive transformative school leadership approach is required. This approach emphasizes individual and organizational reconciliation that seeks to improve Indigenous students’ academic achievement and well-being in the current colonial structures of the Ontario education system. To create an awareness of these structures, Catholic school leaders must acknowledge their own Settler Canadian identity. In doing so, they develop authentic relationships based on allyship with Indigenous partners and families to better support Indigenous students in their organizations. They also focus on improving the lives of their Indigenous students by ensuring that non-Indigenous educators recognize the critical role they play in the education of Indigenous children. This Dissertation-in-Practice aims to address the problem of practice whereby non-Indigenous educators deepen their understanding of Indigenous knowledge, history, and pedagogy to address the TRC’s Calls to Action. To do so, the school leader will create collaborative and professional learning communities (PLCs) which will focus on Linda and Robert Goulet’s (2014) model of effective teaching for Indigenous students. Kurt Lewin’s three-stage model of organizational change frames this work within the school and becomes an iterative process that guides all elements of the Dissertation-in-Practice including the change implementation plan, the communication plan, and the knowledge mobilization plan (KMb). Halbert and Kaser’s (2022) spirals of inquiry compliments Lewin’s change model and assists in the monitoring and evaluation of the solution to the Problem of Practice.
Keywords: Calls to Action, transformative leadership, Settler Canadian, allyship, Indigenous student
Cultural Duality in International School Leadership: Navigating Transformational Change for Organizational Improvement in Mainland China
Get PDFIn the context of leading international schools in Mainland China, amidst the backdrop of globalization and cultural diversity, traditional leadership ideals are proving inadequate in navigating the complexities of contemporary organizational change. This Dissertation-in-Practice (DiP) delves into the concept of dual-cultured leadership as both the catalyst for the struggle, and the core component of any solution uniquely tailored for this environment. By acknowledging the coalescence of diverse cultural influences within leading educational institutions, this study probes the fusion of local organizational ethos with the broader global milieu, recognizing it as the cornerstone of effective leadership in the Mainland China context. Central to this paradigm is the cultivation of cultural competence, adaptability, and cultural intelligence among leaders on both sides of the cultural paradigm, enabling them to navigate the intricate interplay of cultural dynamics inherent in international school settings in China. Advocating for a transformational shift towards embracing dual-cultured leadership, this study significantly contributes to the limited dialogue on effective leadership dynamics within international schools in Mainland China. Providing actionable insights for educational leaders, this study underscores the imperative of embracing cultural diversity as a strategic asset rather than a challenge. By equipping leaders with practical tools and strategies rooted in cultural competence and intelligence, it aims to empower them to navigate and excel amidst the intricacies and opportunities presented by the twenty-first-century educational milieu in Mainland China
Enhancing Employability in a Bachelor of Business Administration Program
Get PDFEmployers are increasingly facing a skills gap with university graduates, where there is a mismatch between the skills imparted by academic institutions and those required in the workforce. This gap primarily concerns a lack of practical, hands-on experience, critical thinking, problem-solving abilities, and soft skills such as communication, teamwork, and adaptability. Additionally, the rapid pace of technological advancements and changing business models demand continuous upskilling, which traditional academic curricula may not adequately address. This dissertation-in-practice focuses on a problem of practice (PoP) within the Bachelor of Business Administration program at National University (NU; a pseudonym), which is a skills gap between the program’s offerings and the demands of the modern business environment. I discuss the contextual factors influencing the PoP, potential solutions, a dual approach of transformational leadership and shared leadership, and a detailed implementation plan. The goal is to adapt the current curriculum and pedagogical approach to include skill certification within a program consisting of mainly international students to help enhance employability for a population who struggle to find meaningful employment. This plan provides a roadmap for NU to enhance its BBA program’s value proposition, thereby improving its graduates’ employability in the competitive job market
Improving Work-Integrated Learning Experiences through the Implementation of a Quality Framework at a Multi-Campus College
Get PDFWork-integrated learning, commonly referred to as WIL, is a growing curricular experiential education practice integrating academic studies with practical experiences within a workplace setting. WIL is a strategic priority within Canadian and international post-secondary institutions, including Waterville College (a pseudonym), a multi-campus Canadian community college. WIL activities at Waterville College, while an institutional priority, have been identified through an internal review as an area with significant operational weaknesses. This dissertation-in-practice addresses the leadership problem of practice at Waterville College focusing on the inconsistent and unsystematic implementation of WIL. Grounded in principles of distributed and transformational leadership, the dissertation-in-practice examines Waterville College’s organizational context, identifies key change drivers, and poses guiding questions to align the change initiative. Through an analysis informed by the functionalist paradigm and structuralist perspective, a leadership framework for a change initiative is proposed. The change path model guides the planning process supported by an exploration of the rationale behind the proposed change, an assessment of the institution’s readiness for change, and a thorough evaluation of potential solutions. The analysis culminates in a comprehensive change implementation plan emphasizing structured communication with monitoring and evaluation strategies. This dissertation-in-practice offers a systematic approach to align WIL practices with institutional goals, thereby enhancing student outcomes and contributing to graduate employability