In Conversation, Spring 2018, Achieving Excellence .
Spring 2018 – Volume IV Issue 6ISSN 1922-2394 (PDF)in conversationAchieving Excellence: Weaving togetherStudent Achievement, Equity, and Well-BeingIn Conversation with Kahontakwas Diane Longboat, Nouman Ashraf, and Carl JamesAs we move toward realizing the promise ofAchieving Excellence: A Renewed Vision for Educationin Ontario, I am pleased and gratified to see theinnovative work being done in districts and inschools across the province. Living as we do in oneof the world’s most diverse jurisdictions, it is clearthat your efforts are having a significant impact onthe lives of Ontario children, youth, their familiesand their communities and are also serving as amodel of excellence for the world.In support of that work, this issue of In Conversationfeatures Kahontakwas Diane Longboat, NoumanAshraf, and Carl James, three thought leaders whorecognize the deep and inseparable connectionsbetween and among student achievement, equity,and well-being. They are profoundly committedto building and deepening our understandingabout their relevance in the context of educationand about how they can serve as powerful leversto strengthen community and enrich society asa whole.Each of these leaders brings a unique perspectiveto the conversation. Yet, I am struck by the commonthreads that run through all of their ideas andadvice which inspire us to broaden and renewour own vision of education. These engagingconversations motivate us to re-examine ourrelationships within and outside school walls. Theyremind us to expand our understanding of childrenand youth and the personal stories that inform theirlives. More importantly, they call on us to acknowledgeourselves as deep and continous learners.In this essential role as learning leaders, our capacityto ask questions, to reflect on our own biases andassumptions, to admit that we don’t always havethe answers, and to become authentic listeners,becomes a necessary asset.Leadership requires courage and the ability to stepoutside of our own comfort zone. These informativeand inspiring interviews provide us with manypractical approaches to finding this courage withinourselves to discover and act on a new depth in theteaching, learning, and leading process. I believeyou will find this issue as engaging and challengingas I have, and hope that you will consider how thesevaluable insights can inform your own professionalpractice.Bruce RodriguesDeputy Minister of Education
A Reader’s GuideWe have organized this issue of In Conversation so that you can choose from a variety of entry points to accessthe content of the three featured interviews. We begin with 12 specific themes that provide a sampling of ideasthat emerged as common in the conversations and then connect each of these themes directly to the interviewtranscripts. In this way, you have several options for interacting with this edition of In Conversation. You can: Read it as a whole from start to finish. Read all 12 themes and concepts as an introduction to the three interviews and then decide to read themin the order of your preference. Scan the 12 themes and concepts, and select those themes that are of greatest interest to you to read first.Then follow the hyperlinks to questions in all three interviews that are relevant to these themes.Regardless of the approach you take, we encourage you to use what you have read as a springboard forreflection, further research, and/or subsequent dialogue about leadership that weaves together studentachievement, equity and well-being in meaningful and impactful ways. Work on your own, with a colleagueor with a group of colleagues and tailor to your individual needs, interests and/or contexts.Part A: Themes and ConceptsThemes and Concepts provides snapshots of ideas that draw on selected comments of the three interviewsubjects. For deeper reading, you will find a list of numbered questions included in margin boxes for eachtheme, that refer to comments made by the interview subjects on that particular theme. The 12 themesand concepts are:Recognizing Diversity as an Intrinsic Feature of Community Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Making Connections with Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Making Connections with Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Making Connections with Well-Being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Knowing our Children and Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Knowing Ourselves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Creating the Inclusive School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Empowering the Educator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Elevating the School Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Strengthening Community Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Challenging the Dominant Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Observing and Assessing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Part B: The ConversationsThe Conversations feature the slightly edited and condensed transcripts of the three in-depth interviewsin the following order:Conversation with Kahontakwas Diane Longboat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Conversation with Nouman Ashraf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Conversation with Carl James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Each of these leaders has a unique story to tell and offers distinct perspectives on student achievement,equity, and well-being and how their interrelatedness informs the student experience as a whole learner.2
Part A: Themes and ConceptsRecognizing Diversity as an IntrinsicFeature of Community Lifeof character and altruism which are central tocreating classrooms, schools, and communitiesthat value, reflect, and draw on diversity.Diversity is part of the fabric of everyday life. Evenin a community where diversity is not evident, thereexists diversity among families and neighbourhoods,among histories, lived realities and faiths. If we weregoing to live in an unfamiliar culture, we wouldhave to learn cultural and spiritual protocols andpractices in order to respect and honour them andin turn become comfortable in that new setting.The question then, is not whether there is diversity,because diversity exists in every context. The realquestion is, “What we are doing with it?” We may betrying to wish it away, we may be simply toleratingit, or, we may be engaging with it as an integral partof our day-to-day process and seeking ways for it toenrich our work and our lives.Diane Longboat: Q 2, 3, 5, 7, 8Nouman Ashraf: Q 6, 11Carl James: Q 1, 2, 4, 6, 7Making Connections with EquityEquity is a condition of fair, inclusive, and respectfultreatment of all people. Equity does not meantreating people the same without regard for theirindividual differences. Equity acknowledges thatwe should not do the same thing for every student.Equity levels the playing field so that all childrenand youth have what they need to thrive at school.It advocates for the unique treatment of uniquepeople. Equity is also about addressing and takingaction to remove systemic barriers to achievement.It is about democracy in education. Students shouldnot have to choose between getting a first-classeducation and retaining their culture, languageand heritage. They should be able to enter, achieve,and graduate from a system without sacrificing theiridentity and self-esteem. They should experience asystem which respects and nurtures their uniquenessand in which their self-confidence, their hope, andtheir sense of meaning in life can thrive.Diane Longboat: Q 2, 6, 7Nouman Ashraf: Q 1, 2, 3, 4, 6, 8Carl James: Q 1, 2, 10, 13Making Connections with StudentAchievementAchievement is informed by students’ backgrounds,and the aspirations and interests they bring withthem to school. On one hand, this prior knowledgeand experience may be of great benefit. On theother hand, it may actually cause students to feelanxious about or resistant to some of our teachingapproaches and what we expect them to learn.While we understand that we need to be sensitiveto and aware of unique differences among students,our human tendency to be drawn to people who arelike ourselves can often become an obstacle. Whenour teaching doesn’t resonate with our students,there may be a tendency to start labelling students’behaviours in negative ways rather than stopping toconsider that it may in fact be our behaviours thatneed to change. We also need to keep in mind thatachievement is not only about cognitive skills andtheir application. It is also about the developmentDiane Longboat: Q 1, 3, 5, 8Nouman Ashraf: Q 1, 2, 4, 6, 9, 11Carl James: Q 4, 6, 7, 9Making Connections with Well-BeingWell-being is inextricably linked with both equityand achievement. Children who are hungry will notbe able to learn well. Educators who are angry orupset will not teach well. Leaders who feel they haveno power to make a difference will not be effective3
Knowing Ourselvesin supporting teaching and learning. Cognitive,emotional, social, physical and cultural well-being isan essential foundation for success. If students feelthat they are “other” or “less than,” they are likelyto have difficulty thriving and succeeding. Theymay believe, even unconsciously, that “achievementis for someone else, someone different than me.”Every child and youth needs to come into the schooland have a sense of belonging, a sense of beingrecognized and supported. Every school and everyschool system needs to uphold these values.Just as fish don’t know they are wet, we don’trecognize our own unconscious biases, beliefs, andperspectives. They are largely invisible to us andcan have a negative impact, not only on ourselvesas leaders, but also on those we lead. Introspectionand self-awareness are necessary if we are to besuccessful, engaged and empowered leaders. Weneed to reflect on what drives us, what motivates usand what we care about, and how and why othersmay differ from us including their values andbeliefs. We often need to leave the safety of ourexpert stance in order to do this and instead askquestions with a beginner’s mindset. Imagine howmuch greater our impact would be if we were awareof our own biases and preferences and had toolsto mitigate any negative effects. We would certainlyhave the capacity to create school and systemcultures in which participants are not limited by theculture but rather, feel free to bring their full selvesto the endeavour.Diane Longboat: Q 2, 5, 11Nouman Ashraf: Q 1, 6, 9, 11Carl James: Q 1, 4, 7Knowing our Children and YouthWhen we interact with children and youth, weinteract with the entirety of who they are, even ifwe do not always realize it. The children we seein front of us have a whole story – where they comefrom, who their parents are, the communities inwhich they live, the life experiences that influencetheir perspectives, their personal aspirations andtheir disappointments, their dreams and their fears,their gifts, and their struggles. They may be livingin poverty. They may be members of a racializedgroup. They may be dealing with trauma orexperiencing anxiety or mental health concerns.If we are to truly support students, we cannot relyon pre-conceived notions based on race, gender,and country of origin or other factors. We needto get to know the real person. We need to listenhonestly and sincerely. We need to be curious.We need to show that we care and be committedto meeting students where they truly are as a firstand essential step toward empowering them andmoving them forward.Diane Longboat: Q 1, 6, 9, 12Nouman Ashraf: Q 1, 3, 4, 5, 7, 9, 10Carl James: Q 1, 5, 12, 14Creating the Inclusive SchoolIn order to have a sense of belonging, children andyouth need to see themselves reflected in everyaspect of school life and the learning environment.They should not feel the need to hide any partof themselves, their identity or their uniquenessin order to gain acceptance. This begins withthe physical school setting. What we see on theschool grounds and in the school must reflect thecultures and the cultural teachings of our diversesociety. It includes what we see in the curriculum.For example, are students left with the impressionthat Canada is only 150 years old? It includes theways in which we integrate students’ interests andbackgrounds in how we teach mathematics, scienceand other subjects. It includes the diversity of staffin all roles and at all levels in the school and system.Such diversity matters in all schools and systemsincluding in those communities where diversity mayDiane Longboat: Q 3, 5, 6Nouman Ashraf: Q 9, 10, 13Carl James: Q 3, 4, 64
is fulfilled. This entails taking into account thecomplexities and complications of diversity.It requires recognizing, understanding, andinterrupting inequities. It means accepting thatwhile we endeavour to create safe space, conflictand instability are inevitable. An effective andcourageous leader will engage with conflict and useit as a vehicle for building relationships and forcommunity growth.not be evident or visible. It matters because ourchildren and youth need to see how we functioneffectively in a world of diversity.Diane Longboat: Q 2, 3, 4, 5, 9, 10Nouman Ashraf: Q 1, 7Carl James: Q 6, 7, 8, 12Leadership requires examining school policiesand structures that cannot be applied equitably,and therefore may disadvantage some students,families, or staff members. It includes acceptingthe importance of the school leader as a role modelfor others. It calls on the school leader to dedicatetime to explicitly help others learn how to effectivelyengage in dialogue in the process of creating aculturally responsive school and culturally responsiveclassrooms. It demands that we are willing to feeluncomfortable as we face constant change.Empowering the EducatorIn recognizing that culture is not static, educatorsand all school staff need to acknowledge that theirinformation about students may be incomplete andthat reaching students where they are is constantand ongoing work. They need to develop comfortwith sometimes being wrong and with correctiveaction. In order to understand students, educatorsand all school staff need to be a part of the schoolcommunity. In the classroom, the empowerededucator must engage with courage and curiosity,and understand that competence involves morethan simply ticking off boxes on a standardchecklist. The most powerful tool educators havefor leveraging and empowering diversity is theirpersonal self and their capacity to approachteaching with a learner’s mindset. Educators mustbe problem solvers but more importantly they mustbe healers. They must meet students where they areand ensure that their interactions result in elevatingand empowering all students.Diane Longboat: Q 6, 8, 9, 10Nouman Ashraf: Q 1, 2, 7, 11Carl James: Q 2, 5, 9, 11, 12, 17Strengthening CommunityRelationshipsBuilding community relationships involvescreating conditions in which all participants inthe community not only feel welcome, but also arephysically present. For example, we may need to bemore thoughtful and persistent in finding new waysto ensure that a diverse group of people participatesin school councils. We should not be surprised if wehold a meeting or event on a holy day and find thatfamilies for whom this observance is important feelexcluded. Similarly, at the district level, relationshipbuilding is not only about community engagementand involvement, but also about sharing powerwithin the school system. At both school and systemlevels, consideration should be given to movingmeetings out into the community, and to creatingspace on the agenda for open community dialogueand relationship building. We have to enter newDiane Longboat: Q 4, 5, 6, 9, 10, 11, 12Nouman Ashraf: Q 2, 4, 7, 11, 16Carl James: Q 6, 12, 17Elevating the School LeaderLeadership is about the courage, capacity, curiosityand commitment to working with, learning from,and giving voice to those across lines of difference.Authentic leaders see themselves as enablers ofthe progress of others, and see others as beingthe vehicle through which organizational purpose5
Observing and Assessingterritory with each other even if we make mistakesalong the way.In order to be useful, formal data gathering mustmove beyond the system level and take place at theschool level. From an equity perspective, we mustensure that the data we collect reflect multipledimensions of student achievement such as theintersections between gender, class, race, ethnicity,ability, and language. Our measurement of progressmust move beyond academic achievement toinclude qualities such as integrity, empathy, kindness,and caring. In this way we act on the assumptionthat we measure what matters to us and also tothose we serve. At a personal level, we shouldconsider more intuitive forms of feedback suchas the quality of learning experiences which canpowerfully inform our practice. For example, asleaders in conversation with educators and educatorsin conversation with students, we need to digdeeper. We need to learn about who feels a senseof belonging, who is being served, who is beingleft behind and, equally important, what concretesteps we can take together to address any concernsthat emerge.Diane Longboat: Q 6, 7, 8, 10, 11Nouman Ashraf: Q 12Carl James: Q 6, 10, 11, 13Challenging the Dominant PerspectiveIn a diverse society, we need to become acutely awareof the ways in which the dominant culture, approach,and perspective exert a powerful, and often invisible,influence both within the classroom and acrossthe wider community. We must explore how thedominant culture has shaped the Canada we nowlive in. At the system level, we need to identify andexamine biases about what is valued, where powerlies, whose voices are present, and whose voiceswe need to hear. We further need to identify andaddress the systemic barriers that stand in the wayof change and improvement. In the classroom, weneed to be mindful of the experiences of students sothat we teach in a way that genuinely resonates andreflects their backgrounds and identities.Diane Longboat: Q 2, 11Nouman Ashraf: Q 9, 10, 15Carl James: Q 3, 16, 17Diane Longboat: Q 1, 2, 3, 4, 5, 8, 9Nouman Ashraf: Q 13, 14Carl James: Q 8, 9, 15A Terminology Note The Ontario Ministry of Education uses the term “Indigenous,” formerly “Aboriginal,” to refer to peoplewho identify as First Nation, Métis or Inuit. Indigenous peoples are the original occupants of this land,with inherent rights to self-determination. Treaty rights to land, resources and self-government distinguishIndigenous peoples from other equity-seeking groups. “Racialized” is the process by which societies construct races as real, different and unequal in ways thatmatter to economic, political and social life. Recognizing that race is a social construct, the Ontario HumanRights Commi
Achieving Excellence: Weaving together Student Achievement, Equity, and Well-Being . In Conversation with Kahontakwas Diane Longboat, Nouman Ashraf, and Carl James . As we move toward realizing the promise of . Achieving Excellence: A Renewed Vision for Education in Ontario, I am pleased and gratified to see the
2.2.2 Conversation Functions: Conversation is a way to . . . 9 2.2.3 Conversation Conditions: Conversation happens . . . 10 2.3 How Conversation Tends to be Taught 11 2.3.1 Three Approaches to Conversation Teaching 11 2.3.2 Conversation Testing and Its Reflection on the Goals of Conversation
Created by The Conversation Project and the Institute for Healthcare Improvement Your Conversation Starter Kit The Conversation Project is dedicated to helping people talk about their wishes for end-of-life care. We know that no guide and no single conversation can cover all the decisions that you and your family may face.
Part 1: Introducing Conversation 9 1. The Dance of Conversation 11 2. Connecting is What Matters Most 21 3. Getting in the Right State 49 4. Getting a Conversation Going - The Basics 65 5. Listening 79 Part 2: The Power of Conversation 99 6. Influencinga Conversation 101 7. Different Kinds of Conversation 117 8. Expressing Yourself 155
Test Name Score Report Date March 5, 2018 thru April 1, 2018 April 20, 2018 April 2, 2018 thru April 29, 2018 May 18, 2018 April 30, 2018 thru May 27, 2018 June 15, 2018 May 28, 2018 thru June 24, 2018 July 13, 2018 June 25, 2018 thru July 22, 2018 August 10, 2018 July 23, 2018 thru August 19, 2018 September 7, 2018 August 20, 2018 thru September 1
The responsibility of a Conversation Leader The main responsibility of a Conversation Leader is to create an environment that enables you to learn about the community and people's aspirations. It's more than just running a meeting. Good Conversation Leaders are curious listeners, focused on creating a conversation where
1) Explain the term ‘Spring Boot’. It is a Spring module that offers Rapid Application Development to Spring framework. Spring module is used to create an application based on Spring framework which requires to configure few Spring files. 2) Mention some advantages of Spring Boot Here are som
tackle a difficult conversation, and to prepare yourself if you do decide to go for it. Here we help you to: 1. step back and reflect 2. plan the conversation 3. have the conversation 4. think about children and consultations. There is no
ALBERT WOODFOX . CIVIL ACTION NO. 06-789-JJB-RLB . VERSUS . BURL CAIN, WARDEN OF THE LOUISIANA . STATE PENITENTIARY, ET AL. RULING . Before this Court is the pending Motion (doc. 279) for Rule 23(c) release of Petitioner, Albert Woodfox. Briefs were filed in response to this motion and were considered by this Court. Subsequently, a motion hearing on this matter was held before this Court on .
