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The Role of Supervisory Officers in Building School Administrator Leadership Capacity
Get PDFThis Organizational Improvement Plan (OIP) is based on a problem of practice (PoP) in Red Maple District School Board (RMDSB), a mid-sized Ontario school board that identifies cultivating leadership in staff as a priority. The limited leadership development opportunities for school administrators has become a challenge for RMDSB and many Ontario school districts. Limited opportunities are provided for RMDSB school administrators to authentically collaborate and engage in professional learning. Supervisory officers, who are responsible for establishing supportive system practices and providing district-level leadership, play a critical role in building school administrator leadership capacity. As a result, the OIP explores the role of supervisory officers in building school administrator leadership capacity; more specifically, practices that support authentic and collaborative learning opportunities for school administrators. Transformational and servant leadership, along with a human rights-based approach (HRBA), have been utilized throughout the OIP to ensure school administrator leadership and learning needs are centred. This includes acknowledging and supporting the identities and lived experiences of Indigenous and racialized school administrators. As a preferred solution, this OIP proposes the use of mentorship and leader learning teams to help build the leadership capacity of school administrators. Such an approach will support job-embedded professional learning, high levels of interaction among school and system leaders, and productive working relationships. The change path model, an organizational-level change model, has been used to support the planning, implementation, monitoring, and evaluation of the preferred solution
Admission Policy Review: Strengthening Indigenous In-Community Training Programs
Get PDFCanada’s colonial past significantly impacts prospective Indigenous student postsecondary enrollment. For the past fifty years, postsecondary institutions have focused on assimilation and cultural renewal. One assumption is Indigenous learners share similar educational experiences including ease and access to westernized high school programs with a credit or term system and ease and access to transcripts and criminal records checks often required for postsecondary admission. This Organizational Improvement Plan (OIP) addresses the Problem of Practice (PoP) in admission procedures that do not consider Indigenous knowledges, experiences, and criteria for entry into postsecondary programming in SMH Department at LAC College. As an academic manager in SMH Department and facilitator of college career programs in Indigenous communities in central Canada, I explore the organizational context at LAC College and propose a solution to the PoP. This OIP includes a review of LAC College’s admission policy and implementation of an Indigenized admission process. Adaptive and distributed leadership perspectives are the approaches utilized in this OIP. The Critical Paradigm is the underlining perspective, and the voices of Indigenous colleagues and educational partners inform my perspectives in this OIP. I will conclude by discussing the Hiatt 2013 ADKAR change theory and evaluation plan utilized in this OIP.
Keywords: Utilization Focused Evaluation, Critical Paradigm, Distributed Leadership, Ethical Leadership, Truth and Reconciliation, Indigenous admission criteria, In-Community Training
