The Practicum

Leadership Inquiry Practicum Proposal

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.


Inquiry Question:

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.  

Learning Goals:

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.


Success Criteria:

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:

Setting Directions

  • 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

Securing Accountability

  • 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

  • Assessment Institute

  • 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.