Through The Eyes Of A Consultant: Leadership Succession Planning In An International School Setting, Hoda Etemad

The Dissertation in Practice at Western University

Research has shown that school leadership significantly influences institutional success and student achievement. Yet, studies indicate that in many school systems around the world, there is an absence of thoughtful and methodical leadership succession planning. The problem of practice addressed in this Organizational Improvement Plan is the lack of an equitable, systematic, and transparent approach to leadership succession planning in an international school in Country A. Using this school as the basis for this study, systems theory (Senge, Hamilton & Kania, 2015) guides a “whole-system” discussion for developing and implementing an equitable, systematic, and transparent succession planning framework. Through the …

Black Students At-Risk: The Problem Of Overrepresentation In The Student Success Program At Fss, Ekwutosi Onyedimma Odozor

The Dissertation in Practice at Western University

Abstract

In Farmside Secondary School (FSS), Black students are disproportionately identified as "at-risk" and are overrepresented on the student success teacher list. The school climate survey, supported by literature, indicates that racialized students feel targeted, excluded and marginalized in their classrooms. In FSS, social stressors such as systemic oppression, deficit interpretations, non-inclusive learning environments, and inadequate access to supportive structures create gaps. Given the threats these social stressors pose to Black student success, this Organizational Improvement Plan (OIP) frames the problem within the context of FSS and provides transformative approaches to the problem. While this OIP creates awareness of the …

Exploring The Role Of Collective Teacher Efficacy In Closing Achievement Gaps: A Review Of An Urban District Model School Program, Folusho B. Abayomi

The Dissertation in Practice at Western University

Abstract

Urban Academy is one of Urban Diverse School Board (UDSB)’s model schools situated in Ontario, Canada. A model school program was created to provide students with equitable access to resources and learning opportunities. Despite UDSB’s commitment to equity and inclusion, this urban school continues to experience persistent achievement gaps when aggregate data are analyzed. Based on student data, the achievement gap has been strongly connected to demographic factors such as low socioeconomic status (SES) of the parents. Educators’ beliefs and assumptions of low SES as an external factor posit achievement as a dilemma beyond teachers’ control. This Organizational Improvement …