SEAQ: ICE Monograph - Grace for All, A Responsible Citizen OR A Self-Directed, Responsible Lifelong Learner (Required)

 “Foundational to living in the world today, is the ability to take initiative, set direction and build knowledge for one’s own learning. The learner needs to be confident about their gifts and talents and use their gifts and talents to respect the dignity and equality of each person. In a society that technically markets everything, it is important that the life-long learner be able to self-reflect, process and interpret information to create meaning that gets to the truth and advances the common good.”

To Set Direction and Improve the Instructional Program, leaders in Catholic schools must “understand what is needed to implement change and works with all to build trust teachings and values.” 

The leader in a community such as this, needs to undertake responsibility in overseeing development of its members and environment either on a physical or characteristic level. This is seen in the pressing need for UDL, differentiation, guidance counselling and even in regards to disciplinary action. 

As a leader it is important to really understand what it is you are trying to do as a leader and not driving forward with a hard aggressive, progressive mentality outright. People are reluctant to change. Experienced teachers are reluctant to change,, but I mean think about it, how many people one’s staff are excited when a leader says "we have a new way to report term marks, please see the memo in the email", understandably there are a couple things wrong with this example but the point remains-the word “new” just makes people cringe (unless of course its a change to something so horrible that the only change could be an improvement), people's interactions with the word "new" and "work" often carry a lot of negative connotation. As a leader "new" or "change" needs to be met with positivism, simplicity and encouragement that it's actually not "new" but "improved". Sure, some people might get a laugh out of the over-positivism, but would you rather be met with a bit of a jolly joking commentary on word choice, or straight up resistance/resilience to anything said thereafter the word "new" or "change"?

Leaders need to be reflective as well as reflect the aspects of the community that they hope to see, from within themselves. In a manner of speaking, participatory classroom teachers are ground layers for what leaders need to present themselves with in regards to goals and approaches to goal achievement. In some cases, a lack of participatory teachers may be an area of attention to which the particular leader had been selected. This would be an example of another potential challenge a leader may face and need to work with a community to reconcile.

As a leader, only with a community can changes (positive changes) be made. Only with the support of the community can a leader lead. That support comes from the willingness of the leader to front failure in trial-and-error approaches as well as success in achievement of goals that may show progress to the team’s larger goal/purpose.

A group of people need a purpose, as a leader it is their job to work with the group to figure out what that purpose is as well as how to get there. In some cases a leader may need to provide some guidance in decisions at first but can still include the council, team or stakeholders in the decision making process."

The community of a school is built of four essential elements, the parents, the educators, the students and the understanding that binds them into a unit of society. This unit is, “The School Community”, to be a part of the school community there are understandings that one must adhere to and acknowledge as though it were one’s own familial pedagogy. This essence of understanding that binds this community is one that characterizes the function of a leader within that community.

Feedback:

Thank you for your reflection! Your candid point about how the word “new” can make a staff cringe really hits home for me as a newly appointed leader; it is a fantastic reminder that change must be framed as a collaborative "improvement" rather than a top-down mandate. You are beautifully bringing the Self-Directed, Responsible, Lifelong Learner monograph to life by emphasizing that true leadership requires humility, shared purpose, and a willingness to face trial-and-error alongside your community. Thank you for giving me such a realistic, faith-filled perspective on modern school leadership to learn from—keep up the amazing work!

SEAQ: ICE Monograph: Shepherding and Serving OR Understanding Well-Being (Required) (Jan 27)

Instructor: Dan Trainor; Nikki Royer; and Maria Kish

For Module One, candidates are to select one of the listed Monographs from the Institute for Catholic Education (ICE) and reflect upon one of the respective quotes as a Catholic School Leader as it relates to children with special needs.

Understanding Well-Being from a Catholic Perspective
o   “Catholics share a distinct Christian view of the human person; that is, the human is not a construct but a creation, the impetus for his or her birth being love, not accident.”
o   “There is an important relationship between a child’s sense of well-being and his or her capacity to learn”
o   “Catholic schools, therefore, are described not only in terms of knowledge and skills, but necessarily in terms of values, attitudes and actions informed by reason and faith.”

Shepherding and Serving
o   “When understood properly, the metaphor of ‘shepherd’ as an image for a leadership of faithful service to the community provides a powerful invitation for us to choose a way of leading characterized by
       righteousness, care and compassion.”
o   “It is incumbent upon us to come to know who we are by listening with an open heart and mind to those inner promptings of the Spirit calling us to be the person we were born to be.”
o   “Leadership is inclusive, and consistently demonstrates a preferential option for the poor, and those on the margins. (“the shepherd leaves the ninety-nine to search for the one”).”

Consider the following questions as you reflect:
o  What does the selected quote say to you as a Catholic School Leader, relate this to your own personal narrative as well as a Gospel narrative?
o  Relate this quote to the work you do in Special Education as a Catholic School Leader?
o  How can this quote help to move you toward a more inclusive school for all learners?
o  How do leaders in Catholic schools support the creation of learning environments that use anti-oppression and anti-racism as a foundation for success for all?
o  What actions do you need to consider with your school team?

Write a 250-500 (discretion as to length is set by the instructor considering the whole course) word reflection. 
Instructors may modify the final product or permit candidate choice on representation of the learning and reflection. 

Bring a copy of your reflection or assignment and be prepared to share your thoughts with others during Module One.

 “Leadership is inclusive, and consistently demonstrates a preferential option for the poor, and those on the margins. (“the shepherd leaves the ninety-nine to search for the one”).”

What does the selected quote say to you as a Catholic School Leader, relate this to your own personal narrative as well as a Gospel narrative?

• As a Catholic school leader, this quote speaks to me because it reminds me that your class/school is only as strong as your weakest learner. It is up to us, as leaders and stewards of Jesus, to support those who need help. 

 How can this quote help to move you toward a more inclusive school for all learners?

Relate this quote to the work you do in Special Education as a Catholic School Leader?

• This quote can help us move to a more inclusive school for all learners by allowing us as leaders to ensure that “accessibility and responsiveness are appropriate, but do not impinge on the learner's personal health and well-being. Effective leaders have balanced, full and meaningful lives.”  As Catholics and followers of Jesus, we must have faith not only in God but also in our neighbours (students, staff, and community). 

 How do leaders in Catholic schools support the creation of learning environments that use anti-oppression and anti-racism as a foundation for success for all?

• Leaders in Catholic schools support the creation of learning environments grounded in anti-oppression and anti-racism, with a common goal and Catholic school identity, to ensure success for all students. In this, we eliminate exclusionary identities and labels. As leaders, “it is important to recognize that students have important roles to play in supporting leaders in their daily management of the community.” For example, following up on truancy, creating opportunities for learning outside the classroom, and Special Education programs that uphold the idea of integrating and accepting students with disabilities into mainstream classes. “In Luke 15:1–7, Jesus uses the parable of the lost sheep to present a particularly challenging message for leaders: no one should be abandoned.”

Wow, I love the immediate connection to the most vulnerable or the "weakest" learner and the call to be shepherds and stewards. Your "action" items for being shepherds are excellent.

Thank you for sharing,

Dan