OCT OEEO

PS_December_2018

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37 December 2018 Professionally Speaking ILLUSTRATIONS: DAMIEN VIGNAUX/COL AGENE Find Your Role Interested in learning more about teacher leadership? Check out these resources to help build and expand both your understanding and practice: Educational Leadership for the Twenty-First Century, BY PETER ZSEBIK Zsebik advocates for the transforma- tion of education, without abandon- ing the past. He offers a path for change and proposed solutions to social, cultural and technological pressures on the education system. Publisher: iUniverse, 2010, ISBN 978-1-4502-5926-2 Achieving Aboriginal Student Success: A Guide for K to 8 Classrooms, BY PAMELA ROSE TOULOUSE Toulouse, from Sagamok First Nation, was a teacher and is an education professor at Laurentian University. This holistic guide is complete with teaching strategies, K–8 lessons and best practices. Publisher: Portage & Main Press, 2011, ISBN 978-1-55379-316-8 Teacher Learning and Leadership: Of, By, and For Teachers, BY ANN LIEBERMAN, CAROL CAMPBELL AND ANNA YASHKINA The book draws on the work of the Teacher Learning and Leadership Program in Ontario. It provides an in-depth case study, as well as a model for school change led by teachers, in partnership with school and system leaders. Publisher: Routledge, 2017, ISBN 1-138-94188-5 Find an AQ Find out more about accredited teacher leadership programs, courses and providers on Find an AQ (oct-oeeo.ca/findanAQ). The College's online search engine allows you to search by AQ name and provider institution. of knowledge and understanding. That idea was par t of the impetus behind the new First Nations' School Leader Program: Leadership AQ. The AQ was designed to broaden teachers' knowledge of First Nations history and culture, and help gain an in-depth understanding of the complex and ongoing impact of the residential school system. "It's not a matter of simply knowing First Nations history and culture," says Neil Debassige, OCT, principal of Lakeview School at M'Chigeeng First Nation (currently on leave), and part of the guideline develop- ment team. He adds, "The residential school impact is still alive and well in many First Nations communities. "To begin to have an influence on First Nations students, teacher- leaders have to have a deeper knowledge of those impacts, as well as the perspectives, histor y and culture of those students, their families and their entire communities," Debassige explains. TEACHER LEADERSHIP IN FRENCH-LANGUAGE SCHOOLS AQ Teachers in French-language schools can enhance their ef fective- ness and influence as leaders when they explore the challenges and perspectives of working within a minority setting. That was the driving force behind the development of the AQ guidelines Enseignement et leadership en situation minoritaire, spécialiste. The promotion of language, the appreciation of culture, and the building of identity and community are critical elements of teaching within a francophone-minority setting, and as such need to be woven into the framework of leadership. These AQ guidelines were developed to foster the critical exploration, development and implementation of programs that respond to the experiences, strengths, interests and needs of students in French- language schools. IMPROVING STUDENT WELL-BEING Teachers who take on leadership roles have an opportunity to influence everything from direct classroom instruction to provincewide polices. Whatever the level of influence, teachers who take steps to develop their leadership skills are better poised to effect positive change and ultimately improve the well-being of Ontario's students. PS

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