Principal Leadership from a Settler Canadian's Perspective
Bibliographic record
Abstract
The Truth and Reconciliation Committee’s (TRC) Calls to Action #7 and #63 focus on the Indigenization and decolonization of schools to create positive change for Indigenous students. To address these specific Calls to Action in an Ontario Catholic elementary school, a critically responsive transformative school leadership approach is required. This approach emphasizes individual and organizational reconciliation that seeks to improve Indigenous students’ academic achievement and well-being in the current colonial structures of the Ontario education system. To create an awareness of these structures, Catholic school leaders must acknowledge their own Settler Canadian identity. In doing so, they develop authentic relationships based on allyship with Indigenous partners and families to better support Indigenous students in their organizations. They also focus on improving the lives of their Indigenous students by ensuring that non-Indigenous educators recognize the critical role they play in the education of Indigenous children. This Dissertation-in-Practice aims to address the problem of practice whereby non-Indigenous educators deepen their understanding of Indigenous knowledge, history, and pedagogy to address the TRC’s Calls to Action. To do so, the school leader will create collaborative and professional learning communities (PLCs) which will focus on Linda and Robert Goulet’s (2014) model of effective teaching for Indigenous students. Kurt Lewin’s three-stage model of organizational change frames this work within the school and becomes an iterative process that guides all elements of the Dissertation-in-Practice including the change implementation plan, the communication plan, and the knowledge mobilization plan (KMb). Halbert and Kaser’s (2022) spirals of inquiry compliments Lewin’s change model and assists in the monitoring and evaluation of the solution to the Problem of Practice.\nKeywords: Calls to Action, transformative leadership, Settler Canadian, allyship, Indigenous students
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.054 | 0.019 |
| Scholarly communication | 0.019 | 0.003 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".