The next year is dedicated to continuing the School Improvement work, this time with a leadership stance, to complete my Ontario Principal’s Qualification Leadership Inquiry Practicum.
The proposal to the practicum is below. In a year, the practicum aspect will be complete but I’m sure that the work will have just started.
What types of monitoring strategies does the school time need to engage in to evaluate the impact of our School Improvement Plan for Student Achievement?
Theory of Action Statement:
If we engage in purposeful planning of SIPSA goals and monitoring tools from a variety of data sources, we will have a more holistic view of the impact of SIPSA plans on student achievement and wellbeing.
As the leader of this project, I will be able to:
understand the impact of embedding monitoring strategies in SIPSA planning
combine monitoring research with school and board level data
learn in a collaborative manner, building relationships cross-curricularly and developing profession dialogue driven by multiple sources of data.
To ensure the success of this project, the school team will need to:
analyze the existing data, identifying gaps, next steps and revising the SIPSA theory of action
co-learn and co-lead, synthesizing, aligning and applying research
design and implement monitoring strategies that support the SIPSA activities and teacher wellness
The Practicum Breakdown According to the Ontario Leadership Framework:
To develop a sense of collective buy-in and efficacy by developing a collective challenge of practice and monitoring strategies with all stakeholders
Building Relationships and Developing People
To work with a variety of team members, co-learning and leading a variety of meaningful professional development exchanges that positively impact classroom practice
Developing the Organization to Support Desired Practices
To model effective collaboration, including setting goals and deadlines that uphold the school’s schedule; to empower all stakeholders to be involved in the school improvement process
Improving the Instructional Program
To have direct impact on student achievement through the modelling of a variety of monitoring strategies
To probably analyze data in order to maintain a clear direction for stakeholders; to be accountable for release time by providing clear opportunities for colleagues to learn, collaborate, share and take risks within their learning
Personal Leadership Resources
This practicum will help me develop all aspects of the PLR, including practicing resilience and optimism in the face of challenges, as well as develop my social resources and adapt a system’s thinking mindset.
Monitoring the Practicum:
observations and conversations from colleagues
gathering data through focus groups and surveys
professional learning with check-ins from individual departments
online collaboration and collection of data through Google Drive and Classroom
Application of Theory of PQP 1, Along with Applicable Legislation
Implantation of Fullen’s 6Cs work and using technology as one of the means for gathering data
Using Katz’s research to develop inquiry goal
Application of monitoring workshop
Equity and Inclusive Schools in Ontario
PPM 159 Collaborative Professionalism
PPM 119 Inclusive Schools
YRDSB Leadership Strategy
YRDSB policies and procedures BIPSA, SIPSA, Equity, Assessment and Evaluation policies
Links to Standards of Practice:
This practicum will uphold the commitment to students and student learning by taking a collaborative approach to developing our school’s challenge of practice. By rooting the activities in a variety of data, this inquiry will uphold professional knowledge and practice by encourage our colleagues to use direct information from their departments to address the urgent student need. All of this work cannot exist without the fundamental ethical elements: care, trust, integrity, and respect. Throughout this process the team will be able to build effective, professional relationships through ongoing professional learning.