Professional Learning

Area of Focus 7

Goal

 

As an administrator I begin to assess my own mind-set in order to address personal biases and reinforce asset based knowledge of the community.

Intended Outcome

 

An inclusive school community is committed to providing all its members with opportunities to acquire the knowledge, skills, attitudes and behaviors needed to identify and eliminate biases and systemic barriers.

First Phase : Emerging Practice

Indicator

The administrator :

  • attends equity training sessions;

  • completes related reading;

  • participates in informal dialogue opportunities;

  • demonstrates community awareness, involvement and networking.

Second Phase : Embedded Practice

Goal

 

As an administrator I lead a culture whereby staff and students assess their own mind-sets in order to address personal and systemic biases and reinforce asset based knowledge of the community and all its members.

Indicator

The administrator, with consultation from the school team and the community:

  • ensures professional learning for and from community members;

  • ensures ongoing, open and reciprocal discussions with community partners regarding biases and barriers.

Third phase : Integration and Renewal

Goal

The  inclusive school community has established and accessible structures in place whereby members of the broader community are encouraged to assess their own mind-sets in order to address personal and systemic biases and reinforce asset based knowledge.

Indicator

The administrator, with consultation from the school team :

  • facilitates and promotes professional learning opportunities for staff and students (e.g.speakers, workshops);

  • recognizes, names and addresses biases in behavior, practices and policies (e.g. racism, homophobia, classism etc.).

Resources
Promising Practice

1. Through a “Living Library”, members of the community share information about self in order to increase student and staff awareness about a specific religion, culture or background.

 

2. Events in the school community are used as “teachable moments” to engage students and staff in “courageous conversations” and critical thinking. Training and resources are provided through professional development to assist staff members in facilitating this process.

Reflective Questions
Ontario Leadership Framework (OLF)

Alignment with the Ontario Leadership Framework (OLF) :

  1. Building Relationships and Developing People (Stimulating growth in the professional capacities of staff);

  2. Improving the Instructional Program (Monitoring progress in student learning and school improvement);

  3. Personal Leadership Resources (Self-efficacy).

 
 
 
 
 
 
 
 

7.1 How do we assess the effectiveness of strategies and learning opportunities in building capacity among students, staff, and parents to support EIE principles?

7.2 In what ways do our school and board foster reflection and dialogue among staff to help them challenge their own biases and stereotypes and to support their professional learning?

7.5 What evidence-informed resources are our school and board developing and/or acquiring to inform professional learning?

7.4 How do our school and board provide staff with learning opportunities that foster safe, caring, inclusive, and accepting schools?

7.6 How do we know that these resources are being shared with and used by staff, students, and parents?

7.3 How can we better support student engagement in initiatives that promote healthy relationships and help to develop productive, caring, and responsible citizens?

© 2017 CRRIDEC