Challenging Anti-Black Racism: To Improve The Efficacy And Success Of Black Administrators. Organization Improvement Plan, Rohan N. Hollingsworth

The Dissertation-in-Practice at Western University

The success of Black students has been at the forefront of discussion and planning in many school boards. As a result, we have seen many solutions and proposed solutions addressing anti-Black racism. Some of these solutions included de-streaming courses, revisions on how Black students were suspended, and the inclusion of culturally relevant pedagogy and critical race theory in the curriculum, to name a few. These institutionally proposed solutions are all great and even add value to the educational experience of Black students.

Although these strategies greatly enhance students’ experience, they fail to challenge the status quo of society. These strategies …

Building Environmental Education Capacity In Classrooms And Schools, Linda Sue Thomas

The Dissertation-in-Practice at Western University

Abstract

There is growing global acknowledgement that our planet is facing an imminent environmental crisis (Kensler, 2012; Kensler & Uline, 2017). Issues such as climate change, loss of biodiversities, water quality, the impact of long term fossil fuel use and single use plastics are compelling countries around the world to calls for action. In the education sector, there is an increasing recognition that raising awareness of environmental issues needs to begin in the schools where students will learn about the impact of individual choices on our environment. Research has shown that environmental education programs in schools have a positive influence …

Differentiated Induction: An Enhanced Model For The New Teacher Induction Program, Terri Jackson

The Dissertation-in-Practice at Western University

The Ontario Ministry of Education established the New Teacher Induction Program (NTIP) in 2006 to facilitate a smoother transition into the teaching profession for beginning teachers. This program intends to provide another full year of training and support to beginning teachers. The components of NTIP are: (a) a system orientation; (b) peer mentorship; and (c) targeted professional learning opportunities. Through the provision of differentiated professional learning communities and enhanced mentoring opportunities, this Organizational Improvement Plan (OIP) revises the existing induction structure in the Tungsten Board of Education. Using an adaptive, situational leadership style, the NTIP Facilitator employs the Awareness, Desire, …