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Indigenous Students, Indigeneity and Experience in Universities: Module 3
Get PDFIn this video, learners will be introduced to some background and reading materials relevant to Indigenous Students, Indigeneity and Experiences in Universities. The purpose of this video and the supporting guide are to offer university instructors an introduction into the complexities of Indigenous student’s collective and individual identities and experiences accessing and navigating the university. Please note: Total viewing time of the video–approx. 62 min., plus reading and reflection work
Sacrifice of Isaac and Rebecca or Robinson Memorial United 90th-Anniversary Windows with Foliated Window
No full textGiven by an anonymous donor to the glory of God and in honour of Robinson Memorial United Church’s Ninetieth Anniversary. 1982 dedicated at Robinson Memorial United Church. 2011 rededicated in Colborne Street United Church. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oates.https://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_colbourne/1041/thumbnail.jp
Detail, Inscription from Christ and Child or E. and W. Dunston Memorial window
No full textInscription: TO THE GLORY OF GOD AND IN LOVING MEMORY OF / ELIZABETH DUNSTON WHO DIED JAN 29TH 1923 / AND WALTER DUNSTON WHO DIED APR. 28TH 1924 / ERECTED BY THEIR CHILDREN. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1083/thumbnail.jp
Detail, Upper Zone from Paul as Saint
No full textShowing symbols for Alpha and Omega, Lamb of God, Holy Spirit and text, PAUL. Lead Investigator and Photograph: C. Cody Barteet ([email protected]).https://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stpaulcathedral/1021/thumbnail.jp
Defining Student Success From a Holistic Perspective
Get PDFScholarly literature on higher education presents a plethora of student success definitions. These definitions encompass both quantitative and qualitative data as measurements. However, inconsistent definitions of student success have negatively impacted students’ experiences in higher education. This Organizational Improvement Plan (OIP) addresses the Problem of Practice (PoP): the need to bring awareness to the inconsistent definitions of student success and the negative impacts on student experiences at Oasis College. I explore the organizational context at Oasis College and propose a strategy as a response to the PoP, including the contributing factors. Utilizing the Kahkisiw model as the change vision sets the fundamental values and principles for implementing the selected strategy: wrap-around meetings as an institution-wide practice. Interpretivism, ethical leadership, and both complexity and Indigenous perspectives underpin the approach to change. I adapt three change models into one framework for leading the change; develop a detailed implementation, monitoring, and evaluation plan supported by both the balanced scorecard and Plan-Do-Study-Act (PDSA) cycles; and articulate a plan to communicate the need for change. I recommend continuous reflections and adaptations throughout the change implementation plan, which is supported by a learning conversation protocol (LCP) between leaders and staff between departments. I will conclude by discussing how the change will be institutionalized and sustained by building continuous awareness of the negative impact inconsistent definitions have on student success through wrap-around meetings and consistent inquiry through PDSA cycles
Reaching New Heights: A Pathway to Pedagogical Equity for English Language Learners
Get PDFAbstract
During the past decade, classrooms in the province of Alberta, Canada, have become more culturally and linguistically diverse. Despite having a strong desire to meet the academic needs of their students, most teachers do not have a well-developed understanding of pedagogy specific to teaching English as an additional language. This Organizational Improvement Plan (OIP) presents educators in the Central School District of Alberta (a pseudonym) with a pedagogical framework that promotes the development of more equitable and democratic classrooms for English language learners (ELLs). Sociotransformative constructivism (STC)—a union of social constructivism and critical cross-cultural education—lays the theoretical groundwork for the OIP through its four key tenets: authentic activity, reflexivity, metacognition, and dialogic communication. The STC paradigm demands that educators teach not only for understanding, but for diversity as well. Through collaborative-transformative leadership, school-based teaching staff are invited to grow in their knowledge and skills in the areas of student engagement, culturally responsive practices, adaptive expertise, and oracy instruction. A dialogic change model and adaptive expertise model of professional learning (PL) guide the change implementation process. Students and families are invited to contribute to the pedagogical shift through personal narratives and the sharing of diverse worldviews. The adoption of the proposed framework and its accompanying PL opportunities results in pedagogical practices that elevate ELL voice, status, and academic achievement in the context of a more democratic and culturally affirming school experience.
Keywords: English language learners, sociotransformative constructivism, dialogic change model, adaptive expertise, culturally responsive practices, orac
Valuating All Parts of the System: Addressing Administrator Health and Well-being to Support Optimal Wellness and Effective School Leadership
Get PDFThis Organizational Improvement Plan addresses key aspects of the overarching complexities of school administrators’ workload that has compromised and adversely affected their overall health, wellness, and well-being. Deep consideration of research on principal and vice principal well-being is explored, as their leadership affects and influences effective teacher instruction and optimal student learning and achievement. The Wheel of Wellness details the interconnectedness of various aspects of life and health, permitting this organizational improvement plan to utilize a holistic approach to physical, emotional, and mental wellness and well-being. Using an interpretivist lens, through the change path model, applied with a balanced scorecard for evaluation and monitoring, this change initiative works through the layers of change planning and change implementation to positively improve the health and working conditions for administrators in a large board in central Ontario. Through collaborative interactions, and policy change and implementation, the change initiative endeavours to ensure that effective and accessible supports and resources are created and cemented into systems’ practice.
Keywords: school administrators, health, wellness and well-being, work-intensification, wellness framework, change path model, balanced scorecar
Steps Toward Healing a Colonial System While Improving Equitable Experiences for Indigenous Learners K-12 in a BC Rural School District
Get PDFThe Canadian K–12 education system is built on the policy and practices of genocide at Indian residential schools and on ongoing Indigenous-specific racism. With a history of assimilation, it is imperative to address settler colonialism in education today. Through the agency of a Secwépemc district principal, Secwépemc ways of knowing and being, decolonial leadership, and critical and transformative theories emerge as tools for a fraught education system. As a problem of practice, the tension between Indigenous student success and systemic understandings of Indigenous ways of knowing highlights the imperative to address colonial system conditions while improving equitable experiences of Indigenous learners. This truth and reconciliatory Organizational Improvement Plan proposes structural shifts made through Secwépemc practice and actions of kindness, respect, and humility that are anti-oppressive, humane, and heart centred. Priorities for change include professional learning and amplifying Indigenous Knowledge to build understandings of systemic racism. The solution proposed is leading anti-Indigenous racism workshops with school leaders, with the principle of symmetry in mind; adults learn what students learn. Lines of inquiry stemming from the problem of practice include understanding the role of decolonial leadership, growing shared understandings to address in/equity, and shifting from good intentions to strong actions. A framework to lead change is grounded in Indigenous principles of holism including iteration, relationships, and reciprocity. The Indigenous change path model drives change implementation through focus areas, monitoring, communication, and knowledge mobilization. Education is a platform to heal when spaces are intentionally created for hope, optimism, and strength
Creating a Culture of Inclusion through a Diversity, Equity and Inclusion Lens
Get PDFThe Financial Regulatory Agency of Canada (FRAC, a pseudonym) needs to create a more inclusive organizational culture, which will be a significant institutional change. The FRAC is embarking on a cultural transformation, with a primary focus on creating a diversity, equity, and inclusion (DEI) strategy. The Problem of Practice addressed here is the lack of consistent inclusive leadership practices in the FRAC. This Organizational Improvement Plan uses transformational leadership and inclusive leadership principles to garner support and momentum from all organizational levels to achieve the new organizational state. Four frames were used as a tactical tool to analyze the FRAC and pinpoint the choices and actions the organization could make during the improvement process. A political, economic, social, technological, legal, and environmental analysis was done to better understand the forces affecting this change, and a readiness assessment confirmed the FRAC’s tolerance for the proposed change initiative. Following an organizational study, the change path model was used to guide the change process. The financial, administrative, and human resource implications of three potential responses to the Problem of Practice were identified. The creation of a DEI strategy focused on integrating an inclusion leadership competency was selected as the best course of action for sustainable change. The plan, do, study, act methodology was chosen to track and analyze the advancement of DEI at the FRAC. Finally, an implementation plan, communication strategy, and monitoring and evaluation plan were developed, all of which are aligned with the change path model to ensure a cohesive Organizational Improvement Plan.
Keywords: culture, diversity, inclusion, transformational, inclusive, leadershi
