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.
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