Transformative Educational Leadership Journal | ISSUE Fall 2023
In a school with very few Indigenous students, how might teaching staff come to understand the importance and relevance of building their efficacy around weaving Indigenous pedagogies into their practice? This Organizational Improvement Plan addresses exactly that. With her thinking and her heart rooted in social justice and the recognition of the responsibility placed on educators from the Truth and Reconciliation Commission, Birgitte Biorn maps a route towards transformative shifts in teaching practice to place Indigenous perspectives and pedagogy at the forefront.
By Birgitte Biorn
My doctoral journey took several twists and turns along the way as I struggled to find the right problem of practice (PoP) that would capture what was happening at my school and be something that would be robust enough to garner three years’ worth of work. Once I decided on my problem, it became a matter of gathering scholarly work and research. My focus was on supporting teachers in their efforts to incorporate Indigenous informed pedagogies, which meant I needed to be clear in my own mind of the importance and relevance of doing this work. For that I relied on several Indigenous scholars to increase my knowledge. I knew I needed to approach this work with humility and an open heart and mind.
On a personal level, I realized through my journey that scholarly work is challenging, humbling, requires great sacrifice, and that I am very privileged to be able to go on this journey.
I hope that those who read my Organizational Improvement Plan see the importance of incorporating Indigenous-informed pedagogies as a means of reconciliation, and that it must be done from a place of individual growth and discovery grounded in meaningful, trusting relationships; centering social justice and relying on leadership that is at once authentic, adaptive, and transformative support and guide the work.
I also hope that others will realize the depth, breadth and variety of Indigenous scholarship and the value of elevating and honouring these voices.
The following executive summary has been adapted from the full Organizational Improvement Plan.
Read the full plan
This OIP addresses the expectation from provincial and district governing bodies that Indigenous-informed pedagogies, histories, and perspectives, are included in all aspects of education. This expectation is a means of addressing the 94 Calls to Action from the Truth and Reconciliation Commission (TRC, 2015). Specifically, Call to Action number 63 asks that governments make a commitment to Indigenous education issues, including identifying teacher-training needs to address these issues. The problem of practice (PoP) addressed in this OIP is the lack of teacher self-efficacy in implementing Indigenous perspectives in their teaching practice. Non-Indigenous teachers are reluctant to fully engage with Indigenous informed perspectives for fear of being offensive or tokenistic (Chrona, 2022; Dion, 2007; Kanu, 2005). This OIP supports teachers in developing the skills that positively contribute to their self-efficacy.
Chapter One: Problem Posing
Chapter one provides insight into the leadership lens and approaches that are utilized in relation to this PoP. An overview of the organizational context will be provided, including provincial, district, and school contexts. The PoP is centred at Beachview elementary school which is located within the Valour School Board (VSB) (a pseudonym), a large urban district. There are 2100 Indigenous students within the school district who are supported by the district’s Indigenous education department’s teachers, consultants, workers, cultural coordinators, and elders. Their mandate is primarily to assist staff and students at schools with high numbers of Indigenous students. Beachview Elementary has very few Indigenous students, which results in a lack of support from the Indigenous education department. Staff need to be supported by school-based principals to provide opportunities for learning that are grounded in social cognitive theory (SCT). SCT recognizes that self-efficacy plays a role in changing beliefs regarding capacity and agency (Bandura, 1997, Donohoo, 2013). To develop self-efficacy, Bandura (1997) suggests four sources need to be present: mastery experiences, vicarious experiences, verbal persuasion, and affective states.
Chapter Two: Planning & Development
An Indigenous Circular Model for Change
Chapter two presents the planning and progress of this work. The change being sought is complex, value-laden, and rooted in social justice work, which is why the three approaches of transformative, adaptive, and authentic leadership are required. These approaches require the leader to include and encourage all voices, to be transparent with their own values, and to build trusting relationships that support innovation through collaboration (Daly & Chrispeels, 2008; Shields, 2022; Uhl– Bien & Arena, 2017). A circularity framework from Sandra Styres (2017) as shown in the image guides the change process.
Note: This figure demonstrates the stages of the change implementation plan. Adapted from Styres, S. D. (2017). Pathways for remembering and recognizing Indigenous thought in education: Philosophies of Iethi’nihstenha Ohwentsia’kekha (Land).
This framework is grounded in Hodenosaunee and Anishinaabe epistemologies, is iterative in nature, and has four stages: vision/(re)centring, relationships/(re)membering, knowledge/(re)cognizing, and action/(re)generating. As part of the change process, those involved will be asked to critically reflect on their biases, assumptions, and experiences with Indigenous knowledge and histories (Styres, 2017).
Individual readiness is determined using an assessment tool developed by Holt et al. (2007). Individuals demonstrated readiness in the domains of appropriateness and management support but were not yet ready in the domains of change efficacy and personal valence. To enact change, four possible solutions are presented that are intended to provide staff with sources of self-efficacy: professional development sessions, professional learning communities (PLC), peer coaching, and mentoring from a teacher consultant. The chosen solution of synthesizing PLCs with elements of mentorship provides the greatest exposure to mastery experiences.
Chapter Three: Implementation, Communication & Evaluation
Knowledge Mobilization Plan Combined with Styres Circularity Framework
Chapter three explores the change implementation plan, which emphasizes collaboration, critical reflexivity, and inquiry. A PLC framework from Harris and Jones (2011) provides actionable steps, and the stages of Styres’ (2017) circularity framework guides the process. A communication plan with a robust knowledge mobilization plan (KMb) at its core outlines how information and progress will be shared throughout the process. The communication plan as shown in the image ensures that all voices and forms of knowledge are considered and the role that collaboration has in knowledge mobilization is recognized (Langley et al., 2018).
Note: The figure highlights the main components of the communication plan and demonstrates the connections to the change framework. Adapted from Langley, J., Wolstenholme, D., & Cooke, J. (2018). ‘Collective making’ as knowledge mobilisation: The contribution of participatory design in the co-creation of knowledge in healthcare. BMC Health Services Research, 18(1).
Kaser and Halbert’s (2022) spiral of inquiry provides a structure for monitoring and evaluation. Incorporating the domains of influence (Langley et al., 2018) with Stryes’ (2017) circularity framework and the spiral of inquiry ensures a thoughtful approach to communicate the change journey, highlights, and achievements. Next steps and future considerations emphasize ongoing learning and continued transformation.
Rooted in social justice and the recognition of the responsibility placed on educators from the Truth and Reconciliation Commission, this OIP requires a shift in teaching practice to place Indigenous perspectives and pedagogy at the forefront.
Birgitte Biorn (she/her)
Dr. Birgitte Biorn has been an educator for over 25 years and has had the opportunity to work with several exceptional school communities throughout her career. As an elementary principal, she embraces the opportunity for connection, collaboration and community with relationships being at core of her work. Through her doctoral journey, Birgitte learned the importance of humility, reflexivity and courage when engaged in leadership for social justice, reconciliation and equity.
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