7289 research outputs found
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Detail, Icons of Dove and Anchor
No full textLead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1019/thumbnail.jp
Detail, Peter from St. Peter or W.J. Robinson Memorial window
No full textInscriptions showing: SAINT / PETER / THE / BELOVED / PHYSICIAN. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1076/thumbnail.jp
Isaac and Rebecca or D. and M. Bacon Memorial Window
No full textInscriptions read: ISAAC / AND / REBECCA and To thee Glory of God and in Loving Memory of / DANIEL BACON WHO DIED JULY 28TH 1921 AND / MARY B. BACON WHO DIED NOV. 20TH 1925 / ERECTED BY THEIR CHILDREN. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1081/thumbnail.jp
Detail 4, Isaac and Rebecca from Isaac and Rebecca or D. and M. Bacon Memorial Window
No full textInscriptions read: Isaac / Rebecca. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1090/thumbnail.jp
Renewing the Conversation: Monetary Award Governance
Get PDFIn Canada, providing access to post-secondary education to everyone who wants it, is both a noble and multifaceted notion. This Organizational Improvement Plan (OIP) addresses one facet of accessibility to Lynnwood University (LYNU; a pseudonym), with a focus on monetary awards (e.g. scholarships). Like many institutions, LYNU has made public commitments in support of equity, diversity, and inclusion (EDI), and has increased efforts to recruit equity-deserving students using monetary awards which will help offset concerns of student affordability. Access to financial resources is a key factor for many students and without it, they may be unable to pursue their education as monetary awards can provide some or all financial resources needed to pay for tuition and living expenses. LYNU monetary awards are governed under institutional policies that hold students to academic requirements, and students who do not meet these conditions will have their award funding rescinded. Students who lose their award are often placed in a position of financial distress, and some will have to abandon their studies as they can no longer afford to study at LYNU or be forced to take on employment to supplement their income which leaves less time to focus on their academic assignments. This OIP recommends immediate changes to monetary award policies at LYNU which will be considered radical by some, and long overdue by others, but will be focused on improving student access to post-secondary education and encouraging regular reviews of policies through an EDI lens
Exploring Hybrid Learning: Enhancing Access to Health and Safety Education at WorkSafeHealth
Get PDFWorkSafeHealth, a not-for-profit health and safety association in the province of Ontario, is mandated by the Ministry of Labour, Immigration, Training and Skills Development to provide training and consultation services to client firm trainees across the province. Despite the efforts of WorkSafeHealth personnel to provide timely access to health and safety education, the vast regional expanse in which WorkSafeHealth provides these services hinders consultant-trainers’ abilities to furnish training to Ontario workers who must be equipped with this critical information to work safely in their respective industries. Therefore, current operational service delivery methods must change to support WorkSafeHealth personnel’s fulfillment of the organization’s mandate. Currently, learners residing in remote areas are often required to travel hundreds of kilometres to reach a training venue when a required course is offered: these commutes are often undertaken on rough terrain and other roads with hazards that could result in motor vehicle incidents. WorkSafeHealth can capitalize on the organization’s existing learning technologies to facilitate courses simultaneously to face-to-face and virtual learners: a training model known as hybrid learning. After illuminating WorkSafeHealth’s organizational context, mandate, and organizational influences, throughout this organizational improvement plan, effective approaches to leadership through which this solution can be implemented, communicated, and monitored and evaluated is presented
Faith & Learning Integration: Building Teacher Efficacy & Leader Capacity to Sustain the Christian Worldview
Get PDFCoherence needs to be achieved in how teachers in K-12 Schools approach the integration of faith and learning. To achieve coherence, Christian schools must enable students to reflect critically on how their faith is connected to their learning and prepare them to live godly lives in God\u27s world. Teachers at Prairie Christian School display low efficacy for faith and learning integration when they baptize their lessons with prayer and reference scriptural passages, hoping their students will catch faith messages. Failing to dynamically and intentionally integrate faith and learning distorts the Christian worldview of students, evidenced by several research studies, school climate surveys, and anecdotal observations. This Organizational Improvement Plan is motivated by the problem of practice initiative of improving teacher efficacy and leadership support to integrate faith and learning effectively at Prairie Christian School.. This narrative creates fertile conditions for school leadership through transformational servant leadership and shared instructional leadership principles to support teacher pedagogy in a professional learning community. The change process is examined through a Christian worldview and pedagogical constructivist lens to develop sustainable solutions. A comprehensive change implementation framework uses the theory of change model to monitor and evaluate the organizational change process and steer administration and faculty toward successful and sustainable outcomes and impacts at the school and system levels.
Keywords: Faith and learning integration, Christian worldview, professional learning community, shared instructional leadership, transformational servant leadership, coherence, efficacy, pedagogical constructivis
Anti-Exclusionary Leadership: Increasing the Achievement of Marginalized and Minoritized Students in an Ontario High School
Get PDFThis Organizational Improvement Plan (OIP) seeks to address the underachievement of marginalized and minoritized students at an Ontario secondary school. Using critical theory, the OIP recognizes that systemic barriers, the pervasive neoliberal performativity agenda, and educator biases and practices combine to reinforce stubborn inequities that negatively impact students who are racialized, poor, and/or identified as having special educational needs. The term anti-exclusion is used to propose an activist stance that challenges inclusion’s connotations of assimilation into a dominant culture. Addressing inequities in a publicly funded, top-down school district context requires adaptive leadership to foster collaborative professionalism while interrogating the status quo, ensuring alignment with system directives, and leveraging competing priorities in support of the change vision. Therefore, the Change Path Model is identified as an appropriate framework to guide the structuring, implementation, communication, monitoring and evaluation of change due to its open systems perspective that views organizations as complex entities that interact with their environments. Department head leadership is selected as the change solution, and the OIP suggests that if department heads fulfil the potential of their roles in support of anti-exclusionary education, the resulting changes in professional culture will lead to increased achievement for marginalized and minoritized students. As such, the change implementation plan focuses on building department head capacity, both individually and as a team. The interrogation of implicit biases is central to the plan, as are mechanisms for student input.
Keywords: adaptive leadership, anti-exclusion, collective teacher efficacy, department head leadership, equity, school cultur
Leading for Truth and Reconciliation: Parent, Family and Community Empowerment in the Learning of Their Children
Get PDFAlmost ten years after the release of the Truth and Reconciliation Commission’s Calls to Action, there remains much for schools to improve for First Nation, Metis, and Inuit students and their families. Focusing on Call to Action 10.vi: enabling parents to fully participate in the learning of their children, identifies a problem of practice. The impact of residential schools and systemic racism have created a separation between families and their children’s learning as well as a lack of trust in the school. Using the assumptions of positive organizational scholarship to understand the complex system of my school, as well as the belief that student learning is influenced by family, community and school, this organizational improvement plan uses an appreciative inquiry organizational model to implement change to the partnership between school and home. The proposed solution is an active partnership between teacher and family or community members to deliver some of British Columbia’s curricular competencies, and create opportunities for families to be empowered in their children’s learning. Leading this complex work will require the disposition of a compassionate systems leader balancing personal mastery, relational awareness and systems thinking. For decades research has demonstrated the positive influences of the parent in the learning of the child. Little of this considers the equitable inclusion of First Nation, Metis, and Inuit families
Weaving the Story of Self Into Transformative Leadership
Get PDFIndigenous students are not achieving the same levels of success as non-Indigenous students according to British Columbia (BC) Ministry of Education annual reports on academic achievement, secondary transitions, and sense of belonging. School-based leaders oversee implementation of the BC curriculum in their schools and can influence the mindset and practices of educators in their buildings; however, they need supports and structures to better understand how to address the opportunity and achievement gap between Indigenous and non-Indigenous students. This Organizational Improvement Plan (OIP) asserts that school-based leaders can disrupt oppressive behaviours in the K–12 education system through social justice practices. Transformative and Indigenous leadership approaches support Two-Eyed Seeing and will enable school-based leaders to uncover and reflect on their stories of self. This will allow them to acknowledge the role they play in the perpetuation of colonial structures that negatively impact Indigenous learners. A professional learning community that engages in collaborative inquiry will support school-based leaders with knowledge and skills to address current inequities in schools. Weaving a four-stage change-path model with a relational framework for systems change provides a holistic and integrated framework for leading the change process. Knowledge mobilization, communication, and monitoring and evaluating the change process will use stories of self as a strategy to move theory into action, share the plan for change, and assess the impact of the change. This OIP aligns with the organization’s mission of designing an inclusive, equitable, and innovative learning community that inspires success for all