PQP Part II-Module 2-2 (Examining Privilege)

 As per course, 

View: The Danger of a Single Story by Chimamanda Adichie

Understanding the climate in your school community and your place within that structure are key areas of fostering an equitable, open and fair culture. Khalifa highlights the importance of the inclusion of student, parent, and community voice. All too often, the narrative of our community is perceived with one lens, ‘one story’. That is the essence of white privilege, having ‘your’ story centered always, never needing to ‘see’ other’s stories, and failing to see and understand the vast diversity beyond the ‘white’ story and norms.  Within the Equity and Inclusive Education in Ontario Schools (2014) document, there is a glossary which has terms that will assist in gaining a common understanding language.

Discussion:

After reading White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh and the following reflection on Teaching White Privilege, consider items and then choose one which you feel to be outdated and discuss why. Write a contemporary(updated) version of this item. Also consider writing a new item not listed that is now part of the social fabric that was not evident when McIntosh (1990) originally wrote this article. Reflect and comment on your privilege in the school and wider school community by virtue of being the school principal recognizing that for everyone, it will be a unique experience at any given time and place.

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As per discussion,

Having started my education through Lakehead, there is a very prominent population of First Nations families in Thunder Bay. I quickly came face to face with the ideas of privilege and racism on a very disturbing level that was almost dauntingly engrained into the dialogue of life in the north. I remember studying Peggy McIntosh in a first year Women's Studies and Literature class. Having been someone who strongly spoke out against the violence against women going through high school and trying to support my classmates who were in an IEP pathway, I thought I was aware of what I was doing and that I was doing enough to reflect the change I wanted to see in the world. 

I will never forget that initial class where our professor not only welcomed us to the class but reminded us that there is a difference between feminism and humanism and that the course isn't just about recognizing rights and advocacy for women but all people (the focal point was this but through the use of female authors' literature). Quickly after the welcome we were introduced that regardless of whatever minority group we may identify with, privilege is subjective and contextual. In some cases one identifies as having more privilege based on race rather than socio-economic status, sometimes vice-versa in other cases it could be that an individual identifies with more a couple minority groups. It was not an overload of information at first, but then trying to fathom the change I wanted to make, it was certainly something that I really needed to examine on a very deep level and in some very uncomfortable ways because of the social norms that pre-existed within me and that idea that sometimes the social groups we are in are intoxicatingly exceptional friendships but requires one to use a very critical lens at how the friendship/social groups impact your own worldview.

Through working with various groups completing various tasks and learning opportunities that I organized for myself to participate in as a way of tyring to reconcile with myself the areas of my worldview that I felt I needed to really focus on, I was able to dig deep and better understand who I was and what I believed. I felt this is important in my personal examination because, ou need to see complexity. You need a basic understanding of how power relations work in society, and your own position in the matrix of these relations (DiAngelo and Sensoy, 2010) Since then I have pursued my teaching career tyring to identify the ways I can use my privilege as a way of reconciling conflict around me whether it be an internal or external conflict.

There are a number of ways for teachers to incorporate multiculturalism in their school, one idea of multiculturalism that builds onto examining privilege (from my teaching experience), comes from an activity/project "what is in a name?" Students were creating a narrative about the origin or suspected origin of their name and the implications it held on their life for them. Before moving into multiculturalism though, its important to establish a SAFE environment in classrooms. the multiculturalism materials that teachers may bring into classrooms will raise questions by students (or comments), it will be important for students to know how to respond when hearing something they may not fully agree with. This reminds me of a classroom policy I created with my students which were called "SAFE Space Conversations", today we know them as "Courageous Conversations". I have produced a class visual that can be put up in a classroom for students and teachers to reference in these instances. Find the free download at the link here: https://www.teacherspayteachers.com/Product/SAFE-Classroom-Poster-4262425 

After establishing a SAFE classroom, students understand that there is a way to conduct oneself when surprised by discussions, or the way these discussions might impact the way we feel personally. The teacher can than begin to incorporate materials, news articles and other aspects of culture into the class. In regards to geography, it is quite necessary for students to not only look at Canada, but other parts of the world as well, why not incorporate some of the places that students come from (if not from Canada). History, that is a subject that is not built around one country, many countries were apart of that and can very well be incorporated or compared to Canada at different times based on the development of the two countries (if the country become a country after Canada). When holding these conversations in class, it is a constant  need that teachers are examining their own privlege through conversation, not necessarily through comparison between themselves and student sin particular but on a level of empathy and advocacy. As a teacher using the power to sometimes steer a conversation into one direction or another is an important way to ensure that students feel like their education matters to them. A form of examination I do as an English subject teacher is consider what it is that is available in a library for students, teachers and what resources are available, examining what I have and what I can do with what have as well (including experience) and introducing to students a perspective but offering opportunities to hear about how it might be done with different materials or in different places and why.

As a staff it will be difficult to really learn about multicultural education without examining one's privilege. Teachers need to have a leader who can model these conversations or open the floor to personal learning experiences. This act of listening (as a leader) is how I examine what others' experiences are. I recognize what my privilege is not through a matter of comparison but through accessibility to the things/knowledge needed in order to acheive what it is I need to succeed. 

Celebrating a student's culture is a great way of observing one's own privilege in a way that speaks to what one does with that privilege at the same time. Some schools sometimes go overboard and miss the point when celebrating a particular culture in their school, this goes back to an idea of cultural appropriation. This could look like a stereotype that depicts all Japanese kneel before their meal and love eating sushi at every meal. This doesn't necessarily need to be what happens or what the focus in an event celebrating culture. In celebrating culture and being able to host an activity with a team is an opportunity for me to recognize not only my privilege that I can instil a sense of welcome into the members of the particular culture that I can participate in as an appreciative observer but the privilege that the school hold sin having people who can share such experience with the school community.

The school would benefit from inviting parents, community members, or volunteers to come in and share their experiences in other cultures. I feel the more access to the local school community resources and experience working alongside with local based epistemologies gives one another opportunity to recognize what kind of supports are in place or feel are needed in order for others to succeed in their own understanding. If the school has the resources to do so, they could host an event for the staff after school (or as a professional development activity) in which they are learning about a culture (as decided based on the situation) so that they themselves could host an event that promotes multiculturalism at the school. This could even be a note sent out to parents, "if you have a particular ethnic culture that you feel there is an aspectr of that you practice or would like to share and are willing to come to a PTA meeting to discuss how you celebrate your culture as we are looking for opportunites to highlight and celebrate various cultures in our school community".

These are thoughts and things I have tried in general and in different circumstances with the staff at our school to examine our own privileges and how we interact with others with our own privilege in mind. Successful experiences in really addressing privilege, areas that people still may feel uncomfortable talking about (that embarrassment), people still have a good time in these professional-social gatherings. Cooking, eating, chatting, taking pictures. Have those three things to build that visual tangible and memorable point in your faculty's journey.

References:

Robin DiAngelo & Özlem Sensoy (2010) “OK, I Get It! Now Tell Me How to Do It!”: Why We Can’t Just Tell You How to Do Critical Multicultural Education, Multicultural Perspectives, 12:2, 97-102, DOI: 10.1080/15210960.2010.481199

https://www.youtube.com/watch?v=J3Xe1kX7Wsc

PQP Part II-Module 2-3 (Operationalizing Inclusive, Respectful, Equitable School Culture)

 As per course, 

Read and Review:

Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development for Policy Development and Implementation, 2014

Khalifa’s Chapter 2 “If I Have to Have A Police in My School I Don’t Need to Be Here: The Need for Critical Self-Reflective School Leaders – Specifically the Critical Self-Reflection Questions on p. 77-78

Ontario Human Rights Code (Specifically Protected Grounds)

View: Right to Play In Conversation Ally is Verb June 30, 2020

Respond to the following:

Building allyship as a skill is one way schools might foster anti-racist education. How would you operationalize building allyship skills in your school for students and staff? In what ways might you use Khalifa’s guide to critical self-reflection to develop your vision, goals, and action plan in operationalizing equity? Utilizing the Equity and Inclusive Education in Ontario guidelines as a framework and considering your Bullying Intervention Plan, your School Improvement Plan and other initiatives and ideas, discuss the steps you would take to operationalize 'Building Allyship' in your school.

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Brief:

Within the current state of the school I am working at, students who are openly homosexual or identifying as a sexual orientation out side of heterosexuality are marginalized by their peers of the same gender. In many cases there is a lingering stigma that may not be violent in nature but certainly exclusive with regards to social communications. The school does not have policy that speaks directly to equitable inclusion policy as action item number one in Equity and Inclusive Education in Ontario Schools (2014) suggests administrators review. It seems like action item number six could be created and incorporated into action item 1 (if it doesn’t already exist) but a statement to this sentiment exists in the student handbook. I’d likely begin there to ensure that it is in place to make way for the development of allyship programs.

In regards to the operationalization of allyship within the school for students in particular we as teachers are trying to create more choice board based activities for students that allow for them to develop their own success criteria as well as project focus.  The school community revitalization is currently underway and making headway as we slowly reintroduce monthly awards to students (for starters) now that COVID-19 is over. 

Current Methods/Initiatives of Intervention:

As a school in a place that is still very much a wholesomely traditional and single track society, we endorse student interest groups. This feels like a step towards action item number three in Equity and Inclusive Education in Ontario Schools (2014). Although there is great push back with regards to committing to an “ally” centre, some student groups are in nature hosted by students who are in need of an ally centre for students to get involved in. These are things like cosplay club and fashion club. In these two examples, students are not restricted by gender or any other identifiers other than that they be asked to participate in meetings and events in some manner or shape. Granted, maybe not all students who benefit from allyship may be interested in these things, but there is a safe space created into the clubs themselves because of the creative openness that creators need, as a creator needs a safe space to be creative an individual who needs an ally, needs a space where there is mutual openness with behaviours or beliefs.

Furthermore, our English department is working hard to incorporate more discussion through selected texts or contexts that beg courageous discussions. In doing this I feel there is an actualization of action item number seven from the Equity and Inclusive Education in Ontario Schools (2014).

An example in English is the class lesson on bias, prejudice, power and privilege. China is constantly a place where LGBTQ students struggle to find acceptance in many areas of life even throughout adulthood in some cases. This is strange considering the history of China and the perspective that history creates on homosexuals.

School Improvement Plan:

Currently centralized around the school achievement on the OSSLT. The idea of incorporating structured literacy or more balanced literacy throughout all subject areas may allow for more courageous conversations to occur. In many of our surveys, there are a number of voice gauging questions that certainly speak to themes that are implied by action item number eight from the Equity and Inclusive Education in Ontario Schools (2014).

In some cases, there are opportunities to discuss figures such as Alan Turing in the historical context and other key figures who were quieted by the dominant populations at the time because of prejudice and inequality.

The idea of comparing and contrasting data on marginalized populations in Mathematics and Data Management begs a lot of questions as well with the way that society manufactures media.

Conclusion

If I were to organize a SMART goal for the operationalization of allyship in my school, it would take shape in this way,

Specifically, I would like to see at least 1 club that identifies as an ally group officially without needing to signify “a” group, but in general-openly to the student population (at the very least) explicitly.

Measuring this goal would ultimately come down to the survey data collected with regards to student response to varying stimulus and exposure to topics of focus (areas of allyship identified as needed)

As far as considering this an attainable goal, it seems like it is certainly attainable, if there is an identified need, it would be delicately organized.

Realistically, it won’t be a focal point of the school/campus, it will be a muted group with regards to various ways it is advertised, students may be asked when promoting the group to do so in a way that doesn’t eliminate the opportunity for allies to join out of personal uncertainty in regards to whether or not they are being invited or entertained.

Timeliness of the goal, this will certainly be a goal that could take a full year to organize and even then, it is difficult to identify the existence of it there after each student cohort as being openly identified as someone who is not a part of the dominant identity is still very much a stigma. Given a teacher who can inspire students to be supportive and welcoming it is possible to continue the allyship initiative, but one area of difficult will be club space.

References

Mlaba, K. (2021, March 19). Equity vs equality: What's the difference? Equity vs Equality: What’s the Difference? Retrieved January 21, 2023, from https://www.globalcitizen.org/en/content/equity-equality-whats-the-difference-global-goals/?gclid=CjwKCAiAwomeBhBWEiwAM43YINm2DS89i_QNZToG0uLB_O4Dv8bEaonBFcrdxZWHsW0r4k0CJ_vWhhoCXAUQAvD_BwE

https://www.globalcitizen.org/en/content/equity-equality-whats-the-difference-global-goals/?gclid=CjwKCAiAwomeBhBWEiwAM43YINm2DS89i_QNZToG0uLB_O4Dv8bEaonBFcrdxZWHsW0r4k0CJ_vWhhoCXAUQAvD_BwE 

PQP Part II-Module 2-4 (Promoting Well-Being and Inclusivity in Schools)

As per course, 

Principals are also responsible for creating and maintaining inclusive school cultures that support staff’s and students’ well-being. Throughout Modules 1 and 2 you have explored personal resources, resources for critical self-reflection, the impact of identity, power, and privilege, and building a collaborative environment. There are many resources and organizations that can assist Principals in promoting and maintaining well-being and inclusivity in schools. Below you will find links to the OPC, CPCO, ADFO, as well as ETFO, OSSTF, and the OECTA.  Please explore the supports in mental health and well-being that they provide for Principals.

Ontario Principals Council

Catholic Principals Council of Ontario

Association des directions et directions adjointes des ecoles franco-ontariennes

Elementary Teachers Federation of Ontario

Ontario Secondary School Teachers Federation

Ontario English Catholic Teachers Association

Discussion:

Reflect on the resources provided in at least one of the organizations.  Describe the supports and the relevance to the work and role of Principals today. Research at least one educational resource that is focused on supporting mental health and/or well-being in schools (i.e The Third Path, Nelson Publishing). Please give a brief summary of the resource and how you might use it in your work as a school leader.

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As per discussion, 

One learning experience and a sharing experience that come to mind resonate from my last experience in PQP part 1. I met via zoom with Linda Taileger who was kind enough to grant me her morning and introduce her experiences in education as an adminstrator and contractor liason (similar in fashion to what our instructor Wendy Thompson does). Our interview together opened with basic integration of policy and adaptation from Ministry, to board, to school. We then segued into equity and inclusivity with regards to experiences she had with her children as they were growing up. One very interesting scenario that really spoke to me was the idea of a teacher creating a club for female students. However to any students that were male and didn't identify as female, but really only had a female friend base, was left out.

PQP Part II-Module Assignment 7-7 (Practicum Presentation)

 Assignment #7 (7.7) 

ESSENTIAL Question: How will I need to be measuring my practicum as successful or unsuccessful, especially considering whether or not the prorgam is not going to have a strong forseeable end.

Each candidate will create a presentation for their classmates on their practicum topic. The presentation can be synchronous in nature (Zoom Session). Each candidate will then facilitate discussion around their practicum presentation and ideas. Candidates will also respond with feedback to the presentation of at least two of their colleagues, and the final rubric (Appendix 7.6) for the practicum presentation will also include this feedback task.

The presentation should reflect the candidate’s current progress on their practicum. Candidates submitted their proposal at the end of PQP Part 1. They may have taken steps since then towards implementing their practicum, or their ideas may have evolved since their proposal was submitted. They must make sure to articulate this in their presentation.

See Rubric Below:

PQP Learning Goals - Self and Instructor Assessed Goals.

initiate, facilitate and manage change and operate successfully in a complex, dynamic environment.

 How I incorporated this into my presentation was through the ability to adapt to the development of literacy through ELL based student populations and ESL student based populations. When designing aschool  literacy support plan, this is not the same amount or extent of planning that one would see in North America, there are a lot more aspects to private school boards overseas.

build and sustain learning communities

 Our program is utilizing the collective interest of stakeholders to incorporate the participation of guardians, teachers from both the Chinese Bilingual Department and the OSSD directive teachers across all levels. We will hold 5 meetings prior to the OSSLT as an extension of the teams progress from the past. In the past, the meetings were data driven observation and resource accumulation. This time around as a professional learning community, we will be observing effective integration of said resources and moderate marking to better understand in a unified manner how to measure our success as a team.

support diversity and promote inclusion, excellence, accountability, anti-racism, equity, partnerships and innovation

 We are incorporating materials from a variety of sources with anti-racism/oppression as the theme of the resource pool. Students who are of at risk-populations because their families don't have access to the same resources as other students, a pool of teachers are going to make time during the lunch break or after school to host English Literacy Breakout Activites.

exercise ethical leadership in relationships with educational stakeholders

 As a team there will be an expectation that teachers need to spend personal time to make this goal a reality-to some extent. There will be moments when teachers need to evaluate their own classroom delivery of curriculum and effectiveness. As a leader, I will need to moderate how critical teachers are of themselves and each other as well as to what extent they are really "expected" to commit to the goal.

recognize and address inequalities, work to dismantle systemic barriers and engage in ethical decision-making.

 We are incorporating materials from a variety of sources with anti-racism/oppression as the theme of the resource pool. Students who are of at risk-populations because their families don't have access to the same resources as other students, a pool of teachers are going to make time during the lunch break or after school to host English Literacy Breakout Activites.

 

understand and apply education and student-related legislation in Ontario and district school board policies that have an impact on the school, students, staff and community

 Our school closes understands and respects the mandates of the province and the norms of school boards in Ontario. We observe the policies and norms of school board to ensure that there is a uniformly applied expectation here in our private school board to that of a provincial school board in Ontario.

 

manage and direct the human, material, financial and technological resources for effective programs to respond to the needs of learners, in particular those in underserved communities

 As a leader I will need to be aware of my social resources and psychological resources. I will need to be aware that I am likely going to be spending a great deal of time to this goal and I will be away from my family more than I'd prefer. I need to be aware that our team will have teachers who have other responsibilities within and outside of the school community. Sometimes, I am certain I will need to be a backbone of support for some of those potential leaders on the team who are feeling the struggle. We have a great deal of students who have come to our program with less exposure to English language learning than some of our other students, this is due to a number of factors, usually finances are the driving factor. We are going to be creating a time block for students to get the support needed to be successful prior to the exam, allow them to experience success and foster confidence for the OSSLT completion.

understand the impacts of leading in a unionized environment and the related skills and knowledge that are fundamental to the role of principal

 The Chinese staff at our school are unionized, not quite to the same extent as teachers are in Canada, but there are welfare supports for unionized teachers here at our school. As a principal, it is understood that whatever staff we need, we have access to. It is also understood that usually staff from outside of our department who are participating in events or initiatives are doing some from outside of their scope of expectation. As a principal we need to be able to communicate across departments what we hope to have access to and how we plan to effectively utilize the asset.

identify conditions to support successful performance appraisals and promote ongoing professional learning.

 These meetings we host "Enroute to OSSLT", are going to be opportunities for leaders to identify areas of success and areas of growth within the deaprtment and specifically from teacher to teacher. These meetings are two pronged, meaning, there is sharing as well as learning for the teachers that will occur each time to help them better understand what the OSSLT incorporates and requires in the way of student ability.

develop, monitor and evaluate programs, structures, processes, resources and staff to support learning, achievement and well-being through an anti-oppression lens.

  We are incorporating materials from a variety of sources with anti-racism/oppression as the theme of the resource pool. Students who are of at risk-populations because their families don't have access to the same resources as other students, a pool of teachers are going to make time during the lunch break or after school to host English Literacy Breakout Activites. We need to recognize in our team, that each student can be successful, and sometimes there is a language curve that needs to be addressed by students to learn in a more familiar way, in this particular case, Ontario Certified Teachers do not neceessarily approve of rote learning, or some teachers may not be fond of handing out exemplars out of the fear of a copy rather than original work, but teachers need to understand that it may be a part of the process that these students were raised in originally. In some cases our Chinese counterparts may not be familiar with aspects of Canada or Canadian learning and will benefit from using Chinese focused articles or individuals (from within Canada) as their base study texts in classrooms.

explore legislation and policies that inform the creation of safe and inclusive learning environments

 Policies that impact the program (potentially) are,

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understand the concept of accountability and its consequences for the achievement and well-being of all students

As teachers and leaders we need to be aware of the expectations we place on ourselves, staff and students. This is a relatively high stakes exam for some of these students, but they do have opportunities to move beyond their failure. Rather than plan after something happens, student has a breakdown, or teacher feels embarassed about giving attention to students who are not level 4 or 3 writers/readers, we prevent this from occuring by placing expectations and protocols for teachers when working these students through these times. A potential initiative may be hosting a "pizza party" before and after the examination.

acquire the tools to facilitate student success and lifelong learning in partnership with educators, families, caregivers and the community.

  Our program is utilizing the collective interest of stakeholders to incorporate the participation of guardians, teachers from both the Chinese Bilingual Department and the OSSD directive teachers across all levels. We will hold 5 meetings prior to the OSSLT as an extension of the teams progress from the past. In the past, the meetings were data driven observation and resource accumulation. This time around as a professional learning community, we will be observing effective integration of said resources and moderate marking to better understand in a unified manner how to measure our success as a team.

explore and develop Personal Leadership Resources

 As a leader I will mostly be utilizing my social leadership resources in which I will need to work with the team and school administration to develop a unified vision and personal investment into the goals we set out to achieve as a team. As a leader I will need to be aware of cognitive leadership resources in regards to planning, timetables and scheduling the use of space and teachers. In regards to psychological leadership resources, I will be spending a lot of time on my personal studies, my leadership role to my departments, my leadership role in this team and my duties as a classroom teacher. This will by far be the most difficult year for me as a teacher.

PQP Part II-Module 1-9 (Personal Leadeship Resources)

 As per course, 

The Covid-19 Pandemic has highlighted the need to pay attention to and foster mental health and well-being in schools both with staff and students and the widening gap in achievement, engagement, and well-being for underserved populations.  Leading schools during this time required many Principals and Vice Principals, as well as staff, to draw on the skills referenced in the Personal Resources section of the OLF.  As we return to school, and the pandemic continues, personal resources and emotional intelligence, or courage, as described by Dr. Susan David, will be critical to maintaining positive, responsive, and resilient schools and classrooms. 

View:  Dr. Susan David's Ted Talk, "The gift and power of Emotional Courage" 

TED. (2018, February 20). The gift and power of emotional courage | Susan David [Video]. YouTube. https://www.youtube.com/watch?v=NDQ1Mi5I4rg 

https://www.youtube.com/watch?v=NDQ1Mi5I4rg

Read:  Ideas into Action Bulletin 8 Exploring the “Psychological” Personal Leadership Resources

The Ontario Ministry of Education (2015). Exploring the “Psychological” Personal Leadership Resources. Ideas Into Action for School and System Leaders, Winter 2015/16(8). https://doi.org/1920-5651

Review: Personal Resources outlined in the OLF. 

Ontario Ministry of Education (2007). Leadership Framework. http://www.edu.gov.on.ca/eng/policyfunding/leadership/framework.html 

Review: Personal Leadership Resources supporting documents

The Institute for Education Leadership (n.d.). Personal Leadership Resources. Retrieved January 15, 2023, from https://www.education-leadership-ontario.ca/en/resources/personal-leadership-resources

Reflect on the personal resources and emotional courage you have seen in leaders and/or yourself.  How might emotional courage and attention to personal resources inform school leadership going forward, particularly with respect to mental health and well-being and fostering the best conditions for learning for all students? Be sure to consider both power and privilege in your response, specifically the ability to utilize emotional courage in certain contexts. Please post your reflection in the Discussion Box.   

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As per discussion,

After reading through Personal Leadership Resources as introduced by the Ontario Ministry of Education, the idea of PLR's comes as something many people learn long ago and access continually throughout their lives but do not actively access them as such consciously. PLR's seems to be a collective of lived experiences that are transformed into a regard in which a leader can measure rational and relational responses in most given situations. 

The social domain being a large area of focus on leaders in team work and collaboration settings. This is probably the area I (in the past) would feel I excel in most, being able to drive conversation, input-likewise though, I do feel to an extent at times, other leaders emerge thereafter creating an opportunity to support. I have been willing to support, but more recently I often feel sometimes I'm less enthusiastic about collaborations because I will give an idea, and although there is some area for improvement, no one wants to offer and alternative-basically pinning it on my particular cognitive resources to figure out what I need to change about my idea to get more support. I think something I want to begin doing in professional discussions is, when I notice the conversation frizzles out is to engage on a more personal note with regards to the topic and teaching/learning. An example of this might look like (as a lead teacher preparing and meeting with English teachers before final exams), when the conversation about what some potential changes or challenges with the draft of the exam are. In the conversation, the teacher may be less interested in hearing about my perspective, and just taking notes, rather than giving input to extend the conversation. When this happens I think I may try extending through a question of personal experience, and try to foster through that, trying to also segue into an opportunity to critically self-reflect with regards to one's privilege. The idea of being able to access professional learning through social resources is something that a leader can do a little more easily than another colleague, as a leader we have the opportunity to make a point of reaching out to various staff members and networking or developing an opportuntiy for further collaboration. It is important to acknowledge that we are leaders and teachers get burntout. No one wants to admit that the professional field of education is hard, sometimes agrivating, but people need to understand that collaboration and "help" are how one moves past it. In most cases it is important and expected to ask if someone can help you with a task.

My cognitive resources I feel are not as "ready to go" or sharp as I would like them to be at times. I have a very cluttered situation and to be frank, if I have a certain period of time to solve a problem within, I can-and I can do it well-in reality though, I do it best with teammates who are willing to work together. As a principal, I'd imagine a sense of foresight is important, reminders are necessary, doesn't matter how sharp you are-no one is perfect. I currently have been working on getting access to more of the fitness and gym facilities at our school that is currently overrun and unscheduable. This is a drop compared to the bucket of problems pouring in from the more academic side of the program for our OSSD program. My principal constantly makes a point of telling me these concerns are pending, but to continually check-in as reminder to inquire after "x" period of time, because the departments he needs to coordinate with in the more business side of the organization, may toss it to the side and expect it to be "forgotten". In the meantime though, I have had his approval in basically converting our agora/lobby into a make shift badminton court, area for physical activity during rain days, etc (PPL3O/PPL4O). A principal can certainly have spatial awareness in regards to situations that require coordination and immediate alterations and/or situational awarness to the needs of teachers/students in general that may pose as a temporary solution. Emotionally I was very disappointed by the situation, and my current principal, being someone who I knew as a teacher, (who I respect and greatly support) is trying really hard to build a positive atmosphere in our school and office. COVID has made this near impossible, but it didn't help with the new building we are teaching in and the mountainous number of concerns and questions that are continually raised. I know my principal looks to me to keep things upbeat and positive, but this year has been the hardest by far, and I needed to explain that to him. 

My psychological resources were certainly at the peak of my career early on, until I met a "seasoned and respectable member of staff", who basically told me in a frank manner that all our students are second-rate learners and none can achieve perfection in the way that they should in order to justify marks like what the students expect to see. "giving them excellence with having yet achieved excellence is doing them a grand disservice". That was in my first year teaching with the BC curriculum long ago. Granted standarized testing is still a portion of assessment with the BC curriculum, but to undermine encouragement because of how it might reflect you (the teacher signing off the student's report), it put me in a place where I played it off, but this toxicity developed into the department more and more to a point where I actually stepped into a different subject area because of how pessimistic it became, every assessment was painful to mark, or lead teachers for a portion of that time didn't make it any better either. Getting back into my subject area I tried so hard to change it up, now being in a new environment trying to align our department, I'm able to remain optimistic but the amount of work fallen upon me required to keep that optimism is overwhelming, COVID added (I'm in China), my situation has been deterioritive to say the least. Hopes to getting back to onsite teaching (here in Guangzhou), will improve that a bit, added with my co-teacher arriving, alignment will be so much easier-I still remain optimistic where it counts. As a future principal I think this has been a telling time of his faith in us to deliver quality lessons online, but a time in which one needs to be vigilent in how efforts to foster optimism become determintal as they add to an evergrowing and unending list of "things to do". This semester one of the biggest challenges has been realigning the ENG4U course with a more culturally respoonsive and yet-relevant delivery. My principal understands that it is certainly the more difficult course in our schedule because our students are most second language learners, but still begs the question of why it is so difficult. I needed to make it clear that it is a course that we as teachers are very committed to our students in, but with the way COVID had impacted this semester's cohort and our school calendar-it has been near beyond our control as teachers of this course. I'm not willing to ever admit defeat but with the questions and concerns over the delivery of the course pouring in because of a dissatisfaction with grade averages, I expressed my anxiety with my Principal, he appreciated my concern but hopes that we can ensure that students are flagged as at-risk much earlier when they are not reaching their goals. When we talk about goals, we are talking about 80+ usually. As an English teacher, I don't think its as easy as "everytime they waver" we move them in the right direction uniformly. I mean we have progress reports, parent-teacher meetings, and being completely available well outside of office hours. I will find a fix though, and along with the other teacher of this course we are working on developing further moderation practices to ensure we have kept things as air-tight as possible.

My areas to strengthen my shortcomings in PLR's will include school community functions and events, showing support, requesting support is a way where most/all teachers can certainly be expected to rally together. Our principal is trying to offer opportunities to students and teachers to highlight exceptional moments of learning in the classroom/school community, but instead of making it optional-its mandatory and very small tedious tasking that has befallen teachers. I felt, I did well to address the situation with my principal on behalf of concerned teachers, but certainly felt that in the eyes of my leader I lost a bit of that Psychological resource that he would commend me for in the past-in his eyes.

In regards to the three domains, Social, Psychological and Cognitive, I think that it is most important to recognize they usually include an element of understanding in regards to one's self in verious situations before being able to apply. Meaning there should be a depth developed in these areas through lived experiences. This is important because of the fact that in regards to a social domain, if you are a leader with no experience in coordinating a social outing or has limited experience with team work, how can one have resources to depend on in depth, likewise with exposure to challenge. What should be noted in regards to PLR's is that with so many lived experiences there is a portion of this idea in regards to professionalism and these resources that begs the question of 'a line'.

PQP Part II-Module 1-7 (Effective Collaboration)

 As per course,

Effective Collaboration is a critical component of leadership. Principals must demonstrate a willingness to explore critical, innovative leading-edge thinking and they are instrumental in collaborating with others in championing risk-taking and innovation.

Watch the video below on Effective Collaboration. Read the monograph Principal as Co-Learner.

VIDEO: Effective Collaboration - Joe Vagt (Big Bang Theory)- https://www.youtube.com/watch?v=8Amu3UBj-qw&noredirect=1

Read Monographs:

CBS Principal as a Co-Learner

CBS Dynamic Learning

Discussion:

Reflect on your own learning experiences in different settings and discuss what was successful/engaging and why. Consider your post in Module 1.6 and how your identity shapes both your interactions with staff and position you as a leader.  How do you design and engage in meaningful learning with staff? In what ways does this reflect the expectations for how teachers design learning for students? What role, if any, do shared leadership and co-construction of learning play in professional learning? Post your thinking in the discussion.

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As per discussion, 

Reflecting on my post from Module 1.6, I discussed what didn't work as a learner. I thought it was important to include as it focuses on the ability to identify where professional learning is needed and in what ways it needs to be addressed. I recognize though at times that it was not just the school system, but the impacts of the school system on our families that sometimes had created challenges on student development. A personal example is the way of my Mathematics. I am far from great at Math, but I have been able to teach myself enough. Growing up, I was always a bit of a disappointment in the way of my studies because I "never applied" myself, my parents had expected me to be great at math because I was a boy, and I was my father's son (he was excellent at Math), but I mean-I became an English, Social Science and PE teacher. When I studied math with my parents as well as my teachers, the idea that because I could understand the instruction of process mean't I should autmatically understand it. I could read the chapter about alegbra and linear equations, but I still didn't understand it, why I needed it, what it mean't. Taking this experience I reflect and apply this to my own experiences as a leader, a teacher who is completing their reports, and has many students who "English level is too low to understand the material", but have knowledge and thinking skills to apply to the course and be successful ask how the teacher moves intructional tasks forward, or what they do to build literacy into their content (making it more accessible). Immediately I feel, "You have been a teacher for this long and you can't differentiate?", I understand though that there are more parts to the situation than just simply saying "give more attention to the student", in some cases, its that standard of their own that they apply, they look back on their own learning and say, well I got --% when I was in this class, or they look to other students in that class and base partial judgment off that. As a leader I need to recognize that this all has been in part of learned expereinces that have reinforced these habits or beliefs. When we as people in general say our identity has never held us back, it certainly has at one point or another, may not in a way that we notice, but certainly-some of us can accept what has happened and move forward, others can reflect and apply it to practice.

Professional learning is something that should be meaningful, invested and applicable to teh learning community. The idea of professional learning has been applied in various ways, from staff social experience sharing to guest speakers and workshop/seminars as a part of board mandate. The most empowering learning experience I have shared with a staff in which I was the host was a technology seminar (well before COVID), this would have been in 2016 or 2017. I was introducing a website learning resource for students called "classcraft", at the team it was the most revoluntionary thing for me. Now, obviously there are similar technologies more accessible to everyone. At that time in 2017, my colleague and I wanted to try and drive use of it enough to convince the school to purchase a license for it, make it apart of student homeroom attendnace. The idea was that it was so powerful and engaging to student learning and teacher instruction (at that time), that it would eliminate many of the issues teachers faced with technology in the classroom (being that it was in the classroom), what resonates with me in regards to that experience is that the conversation went away from talking about classcraft and more or less turned into the ways that teachers could manage technology in the classroom. What was most engaging about it was that teachers were in a safe place to voice their upsets with technology in the first place, and being able to sound board their usept as well as the hosts of the professional learning seminar allowed us to redirect that upset into positive change, people left the seminar feeling, although I don't care for classcraft, I do feel that there is a larger support system for our staff having discussed how to manage the use of technology in the classrooms better.

Some of my prior learning surrounding leardership resonates with me a lot in regards to professional learning and developing an understanding of how principals who involve the staff in the production of professional learning create a unified vision for the school but effective collaboration as well.

Keith Leithwood (2014) describes how Principals are not to necessarily be critical of their learners, but be an observer and a learner. Leithwood's idea of recognizing that they do not know what happens in every single classroom in regards to content, but is important as someone who can recruit other teachers and find examples that can be brought to a PLC where it is used to help build a model of what achievement will look like. The analogy of learning through inquiry as a leader is important because of the fact that each principal is coming from an area of their own background, for the principal to walk into a classroom and provide feedback or context to feedback is difficult if their understanding of the content hinders what the understanding of the teacher's in class effectiveness.

Fullan (2015) echoes a lot of Leithwood's ideas where the leader as a learner is effective in organizing a staff/team that trying to achieve student achievement/success. Fullan offers insights into theoretical management practices and although it is helpful it is certainly presented more on the management side of the discussion with more of a focus on why it is effective rather than the "how" to make sure it is effective. In order for what Fullan says to work, there needs to be a pool of individuals who want/can move into the school community to participate in a way that allows for the production of this growth. Fullan's ideas take time for a Principal or leader to develop and foster, first within their school and then within their board.

After watching Through the Eyes of the Learner: From Student Work to Teacher Practice (2014), two schools have developed a PLC in which the teachers are setting goals to develop and strengthen their roles as teachers in this subject specific area which will foster success as students transition to each coming grade thereafter their own. This video is the most important because it explains the "how" of making a PLC effective not only as a leader in a department or school but as an individual teacher building rapport, development and grit in their own teaching/teacher as a learner challenges.

As an in class observer from within the PLC, or maybe even department in particular, the co-learner is one who is developing their own abilities through observation and discussion based on learned material. As a leader of the PLC or school itself, a co-learner is one that does as previously mentioned but facilitates the manner of which this learning is used thereafter as well. This is a good point for leaders to incorporate success stories among the staff to share something positive about their team and faculty members. After consideration of comfort levels and rapport, it is important to understand that leaders (whether they are department heads, or principals), do need to practice sensitivity in regards to their feedback. Sensitivity to the reception and dealing of feedback can strengthen as well as hinder a team or teacher's confidence if not developed in a healthy manner in the beginning stages

Thinking about how professional learning is something that is most effective when it is engrained into the school culture, I spent some time observing the ideas of Kelly Rizzo. A school culture reflects the overall attitude that is taken to the community and its members, in the video "Establishing a School Culture" by "Professional Learning Supports", our speaker Kelly Rizzo speaks to the idea of building a sustainable circle of experts to systematically help develop a strong sense of existence and development within the school community itself. To extend on the idea of a rich school culture, Rizzo also focuses on the inclusion of parents as a form of educational input/output for students after school. These ideas are echoed in Chapter 2 of Culturally Responsive Leadership (Khalifa, 2018) in which the principal undergoing the ability to demonstrate how epistemologies can be included into the school and its framework as a part of what makes it an effective school, teachers can develop from the model, confidence and direction.

References:

[Professional Learning Supports]. (2017, January 11). Ken Leithwood: Principal as Co-Learner and Enabler [Video]. Vimeo. https://vimeo.com/88174131

[Professional Learning Supports]. (2017, January 11). Michael Fullan - Leader as Learner [Video]. Vimeo. https://vimeo.com/118495104

[Professional Learning Supports]. (2017, January 11). Through the Eye of the Learner [Video]. Vimeo. https://vimeo.com/91624205

Ontario (2014). Principals as Co-learners: Supporting the Promise of Collaborative Inquiry. Capacity Buillding Series K-12, (38). https://doi.org/1913 8490

Ontario (2013). Dynamic Learning. Capacity Buillding Series K-12, (33). https://doi.org/1913 8490

Michael Fullan: Leader as Learner

http://thelearningexchange.ca/videos/michael-fullan-leader-as-learner/

Ken Leithwood on PLCs and Expectations

http://www.curriculum.org/k-12/en/videos/ken-leithwood-on-plcs-and-expectations

 

Ken Leithwood: Principal as Co-Learner and Enabler

http://thelearningexchange.ca/videos/ken-leithwood-principal-as-co-learner-and-enabler/

A Healthy School Culture

http://thelearningexchange.ca/videos/a-healthy-school-culture/

PQP Part II-Module 1-6 (Critical Self-Reflective School Leaders)

 As per course,

Read: Chapter 2 “If I Have to Have a Police in my School, I Don’t Need to Be Here: The Need for Critical Self-Reflective School Leaders” Culturally Responsive School Leaders, Muhammad Khalifa (2018)

Khalifa calls on critical self-reflective leaders to possess 3 skills:

The ability to identify and understand the oppressive contexts that students and their communities face

The willingness and humility to identify and vocalize ones’ own personal background and privilege; which allows leaders to see how they are directly involved or complicit in oppressive contexts

The courage to push colleagues and staff to critically self-reflect upon their personal and professional role in oppression and anti-oppressive works and to eventually develop responsive school structures

The awareness and development of these three skills will frame this course.  Embedded in each of them is the ability to define and vocalize one’s own identity.  Identity refers to race, ethnicity, culture, education, positionality, gender, gender identity, sexual preference, status in Canada, religion, and still other intersectional positions in societal and political constructs.

After reading Khalifa’s Chapter 2, take time to journal the aspects of your identity.  Which ones grant you power, privilege, and inclusion and in what contexts?  Which create barriers or exclude you and in what, or perhaps all, contexts?

Discussion:

Post your response to the following:

“How do I personally reflect on my histories with privilege, power, and oppression?”

I began this journey through education to reaach students and provide the system with something I thought it was missing, being student voice. As a student, I had voice, but I didn't quite know or understand how to utilize it, how to foster it and make it something that was helpful rather than detrimental to a community.

When I think about critical self-reflection, the idea of being open and honest with yourself and those around you immediately, however when evaluating how I understand the reading and looking at the prompt, I find that I am over thinking my process of self-reflection most times. The process of self-reflecting for me comes as something that is done everytime I have a one to one discussion with anyone on any level. I often feel ashamed that I have had opportunities and a life that some haven't been fortunate enough to experience, (understanding that the guilt isn't the goal in a critical self-reflection), but understand that I do truly advocate and appreciate others as well as their needs for advocacy. 

I personally participate in extra-curriculars and why I do that is not so much because I like spending time away from my family, but for the reason that I know it is appreciated, it makes people feel good to know, you want to spend time with them. I look at a lot of my behviours and social interactions from a lens of time as a valuable thing. In this world, the only the thing that remains is what we have created by the end of our time. I evaluate and reflect what I do as effective, and/or empathetic then determine who it will have an impact on. When I do things that are seemingly "self-fish" I need to really reflect on what I have done for others and evaluate if its deserving to do this (personally).

In way professionalism, leadership and teaching I personally look at my staff and colleagues, I ask very kindly if anything needs to be said at the end of our meetings, I personally call out the names of each person and ask them, "Joe, is there anything you want to address before we leave the meeting today?" and so on. In my classroom, I walk to each student as much as possible and inquire on their studies, their wellness. When I do these things I reflect inwardly on what this discussion yields, every interaction should be able to take me one step closer to better knowing and understanding that person or student.

The most apparent way that I evaluate my privilege though would be through my journalling, I often journal and sometimes go back to read what I had written in the past and observe what kind of differences I have made in my life, the life of others and my goals.

In a way, I guess by making it a point of being as personable as possible with colleagues, and students I am avaluating the impact of my life and work on their own life and work. In reflecting on these interactions I try to bring more than just ocontent delivery to the table.

Citations

Alber, R. (2015, December 15). Check Yourself: Why Self-Reflecting on Privilege Matters. Edutopia.org. Retrieved January 15, 2023, from https://www.edutopia.org/blog/check-yourself-why-self-reflecting-privilege-matters-rebecca-alber

Khalifa, M. (2018). Culturally Responsive School Leadership (Race and Education) (pp. 50-63). Harvard Education Press.

Holland, N., & Leger, M. (2023, January 11). 5 Ways to Implement Equity-Centered Leadership Practices. Edutopia.org. Retrieved January 15, 2023, from https://www.edutopia.org/article/5-tips-equity-centered-leadership-practices-schools

----------------------------

Response:

My name is Carmelo Bono, in my family I am a second generation Canadian born citizen. My grandparents all came overseas at various times, but are people who adopted the North American of the life at the time they arrived. Being caucasion there in Canada is a perceived privilege, especially having gone to university and speaking English. I can't say I immediately identify as a minority myself while living in Canada, but being in China at the moment, my personal attributes have opened doors for me being an expert in my field of work and minority here in China.

I personally do my best to advocate for and/or with people who are demonstrating that they feel they need to be heard. This goes for students as well as community members. Being a Canadian-in Canada, I tried to apply what resources (time, expertise, etc) to helping where I could in various communities.

Being in China, I use my perceived privlege as a part of my position to advocate and help students in reaching their goals in school, communicating with aspiring English speakers in my community. With said privilege I do allocate aspects of resources to various areas of need within the community, having more rather than less. This is includes blood and currency.

Notes on Khalifa, 2020 Culturally Responsive School Leadership: Historical and Community Based Epistemologies

-Quote by Amilcar Cabral, Anticolonial Activist

-The need to not merely observe but illicit change is necessary, especially in the way of education

-Racial Autobiographies to observe and reflect on the privilege that prinicpals have in their position (page 51)

-There is a desperate need to instil a professional duty to self-reflect one's privilege and the role it plays in being a principal in education (pg.51)

-Three important skills for leaders to have in regards to anti-oppression and equity pedgagoy/leadership/culturally responsive school leaders (pg.52)

-->The ability to identify and understand the oppressive contexts that students and their communities face

-->The willingness and humility to identify and vocalize ones’ own personal background and privilege; which allows leaders to see how they are directly involved or complicit in oppressive contexts

-->The courage to push colleagues and staff to critically self-reflect upon their personal and professional role in oppression and anti-oppressive works and to eventually develop responsive school structures

-Data used to reflect includes, student, teacher, schoolwide and program data, parent, community and student voice (pg.53)

-Data that develops a regard to racism is often times buried in data and numbers from across the system, but it goes beyong racism and generally calls for a look at equity in general across all identifiers. (pg.53)

-Often times the opporessive traditions in education carry forward because principals do not look at the data wholesomely or recognize what is outside of the norm (that has been developed through an oppresive system). (pg.53)

-Humility as a principal, being able to admit you need to chnage is important (pg.54)

-Engaging with the parents and being transparent about how students are educated is important, this could be understood as an opportunity to offer student voice. (pg.55)

-Case Study, student "Marwan", is in "Rhonda's class" and is being exlcuded through consistent removal as consequence of disruptive behaviour. The Principal (Joe), brought them all into the office to speak of this directly. Student Marwan describes how he felt he is picked out in class. Rhonda describes how he is doing poorly in class. (pg.57)

-Joe created voicing for his student and met with the student alone, in this meeting it was observed that in Marwan's last scchool he experienced exclusionary treatments and was devlaued as he could not seem to mesh into the school community through their standards (experiencing oppression) (pg.57)

-Rhonda was met with afterwards and introduced to Joe's background as well as asked to be inclusive of all students as well as do what is expected of us as teachers/educators, provide educational opportunities to members of the community in general, not specifically to one kind of student. (pg.57)

-The rap sessions that Joe hosted with his students were opportunities to attended to minoritized students, not the general masses; students responded well to it and Joe provided them with advice. (pg.58)

-The rap session being an excellent example of welcoming local-based epistemologies into the school community led to Joe revisiting the policies of the school when a student discussed with him the idea that when a student speaks loudly in class, they are sent to the principal's office, but some students speak like that at home. (pg. 60)

-Critical self reflection can only work if a) there is a direct observation of data spanning across gifted classes through to Special Education classes and b) staff (as well as leaders) take part in critical conversations that are professional but allow for metacognition of day to day interactions with various students or student groups throughout the day (pg.61)

Reflective Discussion Questions for Principals (pg.64)

1. In what ways do you instituionalize critical self-reflection in your school? How can you strengthen this institutionalization across the multiple types/spaces of critical self-reflection?

2. How do community epistemologies impact the policies in your school?

3. Site improvment-plan for critical self-reflection of the organization. Share your plan and critique it.

For the Teacher Leaders and Equity Leadershio Teams

1. What is a breif activity you can do during the meetings to give staff an opportunity for critical self-reflection?

2. The centering of student and community voice-and giving that voice equal weight in decision making and policy in a school-is something that makes many teachers feel uncomfortable. How would the equity team build both trust and allies with staff in your building?

3. 

PQP Part II (Assignments)

 All components of this course are required to be successfully completed in order to receive a grade of ‘Pass’. The components are:

Discussion Forums and Synchronous Discussions

Assignment 1: Building Allyship Assignment: Module 2.3

Assignment 2: Co-Constructing a School Vision Assignment: Module 3.1

Assignment 3: Data Analysis Assignment: Module 4.2

Assignment 4: Professional Learning Task Assignment: Module 5.1

Assignment 5: Program Learning Goals Self-Assessment

Practicum Presentation

The components and how they will be assessed are described in further detail below.

1.      Discussion Forums and Synchronous Discussions

The modules of this course will each feature several discussions, both synchronous and asynchronous. Participation in these discussions will be assessed as a whole at the end of the course using a co-constructed rubric of class norms. While these will vary from session to session, this template (Appendix 7.1) can serve as an example for participants to consider.

2.      Assignment 1: Building Allyship

This assignment involves developing a plan to operationalize building allyship in order to foster anti-racist education. The plan will incorporate elements of Khalifa’s guide to critical self-reflection, as well as Equity and Inclusive Education in Ontario Schools. The action plan will also make connections to both the school improvement plan and bullying intervention plan. (See Appendix 7.2.)

3.      Assignment 2: Co-Constructing a School Vision

For this assignment, candidates will design an initial staff meeting exercise to build a collaborative school vision together. They will explain how they can ensure their vision will align with board and provincial priorities, and how they will communicate the vision to parents and community stakeholders. (See Appendix 7.3.)

4.      Assignment 3: Data Analysis

In this assignment, candidates will use “Street Data” to determine student achievement and identify strengths and areas for growth in their school. They will then create one SMART goal related to literacy or numeracy for their school. They will also reflect on how Street Data refines or informs the picture presented by satellite data. (See Appendix 7.4.) Either assignment 3 or 4 (or both) must be done collaboratively.

5.      Assignment 4: Professional Learning Task

Candidates will design a professional learning task to address the SMART goal they created earlier in the course. They will include resources, questions and activities, as well as success criteria. They will make connections within the learning task to promoting equity and shifting mindsets. (See Appendix 7.5.) Either assignment 3 or 4 (or both) must be done collaboratively.

6.      Assignment 5: Program Learning Goals Self-Assessment

Candidates will review the learning goals for the PQP program (as described in the 2021 PQP Guideline from OCT). They will complete a self-assessment table as they proceed through the course, reflecting on how they have addressed each of the learning goals. (See rubric in Appendix 7.7.)

7.      Practicum Presentation

Each candidate will create a presentation for their classmates on their practicum topic. The presentation can be synchronous in nature (Zoom Session). Each candidate will then facilitate discussion around their practicum presentation and ideas. Candidates will also respond with feedback to the presentation of at least two of their colleagues, and the final rubric (Appendix 7.6) for the practicum presentation will also include this feedback task.

The presentation should reflect the candidate’s current progress on their practicum. Candidates submitted their proposal at the end of PQP Part 1. They may have taken steps since then towards implementing their practicum, or their ideas may have evolved since their proposal was submitted. They must make sure to articulate this in their presentation.

PQP Part II (Course Texts)

 Learning as a Way of Leading: Lessons from the Struggle for Social Justice, Preskill and Brookfield, 2009.

https://archive.org/details/learningaswayofl0000broo/page/n1/mode/2up

Consolidated Ontario Education Statutes and Regulations (2021) By: Anthony F. Brown, LL.B., M.Ed.

Culturally Responsive School Leadership, Khalifa, M. 2018.

 

Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation, Sfir and Dugan, 2021.

PQP Part II (Introduction)

 I have started the next portion of measure into the administration aspect of education, I am completing the course through Lakehead University and will devote the next month or so of posts to the journey I encounter as an educator here through Lakehead.

As per course, 

Welcome to Principal’s Qualification Program Part 2 at Lakehead University. For those of you who took PQP Part 1 with us, we are excited to have you back for Part 2. For those of you who have joined us after completing Part 1 elsewhere, we are very grateful that you have chosen to continue your leadership journey with Lakehead University.

As you know, in Ontario, the Principal’s Qualification Program, as governed by the OCT Act and corresponding guideline, consists of two courses and a practicum. The courses and the practicum are designed to help you to explore your personal leadership qualities, to understand the landscape and requirements for principals in Ontario, and to challenge you. Each course, in conjunction with a component of the practicum, has a corresponding credential. The learning goals for the program can be found in Rubric 7.1, which will be discussed in module 1.

The information below will help inform your Practicum, which forms an integral piece of both PQP Part 1 and PQP Part 2. 

The requirements for PQP Part 1 include the completion of the Practicum Proposal form. This means that before we can recommend you to the College for your PQP Part 1 credential, you must submit your proposal and have it approved by your PQP Part 1 instructor. 

In order to be recommended to the College for your PQP Part 2, you must complete your practicum. This is accompanied by the practicum report, which must be submitted to our independent practicum coordinator for evaluation.

In most cases, the practicum is evaluated by the provider that approved it, which is typically the provider where you took PQP Part 1.

If you have any questions about the Practicum please do not hesitate to ask.  We will also be setting up a Google Meet to discuss the Practicum requirement.  

Lakehead Practicum Form: https://drive.google.com/drive/folders/1ZTB8WNZORxVZNuY0jRZarNTFSH8ZTyHT?usp=sharing

Practicum Power Point: https://drive.google.com/drive/folders/1ZTB8WNZORxVZNuY0jRZarNTFSH8ZTyHT?usp=sharing