Transformative Educational Leadership Journal | ISSUE Fall 2023
With her eye and heart toward equity for all students, Terry Taylor uses her organizational improvement plan to address the need to transform the educational system with decolonizing leadership and praxes. Systems thinking, compassionate systems leadership, relational competencies, land-based learning and – always – a practice of learning, unlearning, and relearning provide a path for moving forward.
By Terry Taylor
I began my doctoral journey with a fervent desire for learning. What transpired was much greater. Unlearning and relearning, seeking absent and silenced voices, uncovering bias, and reading critically became central to my research and to my practice. My leadership, teaching, and learning pivoted and deepened. I dove into Compassionate Systems Leadership with heart and mind. How joyous to weave well-being and systems change threads throughout this organizational improvement plan!
The biggest takeaway: never stop learning, unlearning, and relearning. Ever.
Decolonizing leadership and pedagogy are essential to subverting our education system so fraught with coloniality (Lopez, 2020; Patel, 2016). Inequity impacts Indigenous student success (The Office of the Auditor General of British Columbia, 2015; Truth and Reconciliation Commission of Canada, 2015). Equity and well-being for Indigenous, Black, people of colour, and all learners must be improved, requiring significant change in how schools and districts are led and structured, and how teaching and learning happen (Battiste, 2013; Capper, 2019; Hannon & Peterson, 2021; Harris & Jones, 2020; Paris, 2021). Within this crucible, I articulate a bold vision for system success (Fullan, 2021). This work matters to me—and us all. Most importantly, this work matters for our children.
The following executive summary has been adapted from the full Organizational Improvement Plan.
Read the full plan
Note: Adapted from Fullan & Quinn, 2016; Lopez & Jean-Marie, 2021; Senge, 2006; Stroh, 2015.
Sea changes in education are underway across the globe with a common aspiration: create more equitable, relevant, and thriving learning environments for all learners. To achieve this goal, three key components are essential: decolonization, equity, and well-being (Fullan, 2020; Hannon & Peterson, 2021; Lopez, 2020). School district leaders have agency to support learners, schools, and community in collaborative partnership—not only to vision change, but to put change into action as communities that learn (Daly & Stoll, 2018). The creative tension model (Senge, 2006; Stroh, 2016), Fullan and Quinn’s (2016) coherence framework, and the NOFS framework for decolonization (Lopez & Jean-Marie, 2021) undergird an analysis of gaps between aspiration and current reality as illustrated below. A resultant plan for transformation towards equity, decolonization, and well-being in a school district system in British Columbia, Canada forms the heart of this dissertation.
The organizational plan for change consists of three interconnected acts. Chapter 1 lays the groundwork for why change is needed. Chapter 2 develops the vision for change. It defines what needs to be transformed and possible solutions. Chapter 3 articulates a detailed change plan, marrying theory with practical application. Seen through a Problem of Practice (PoP) in an innovative rural school district in what is now known as British Columbia, the change process moves from shared vision to collective action. An inclusive and relational inquiry process to deepen existing equitable and decolonizing practices and structures, unsettle coloniality, and grow new roots for change is advanced. A pathway is proposed to collectively transform the system alongside all educational partners: students, parents, Indigenous Elders and community, teachers, support staff, and school leaders.
Note: Adapted from University of Calgary, 2019.
Why change? The first chapter answers this question and centres the change discourse. The school district’s organizational context including student data illuminate equity gaps in literacy, graduation rates, and well-being. The findings are clear: Indigenous learners face the largest equity challenges. These results parallel provincial inequities. In coherence with the Truth and Reconciliation Commission’s (2015) Calls to Action, United Nations (2007) Report on Indigenous Peoples, and BC Ministry of Education equity policies, catalytic transformation is ignited. Interconnected pathways for transformation are mapped. To position this work, an ethical framework for working together in a good way is offered (see image).
Complex Adaptive Systems (CAS) forms the organizational theory of action in Chapter 1, while four leadership lenses responsively consider the system problem and move towards solution: decolonial leadership, systems thinking, adaptive leadership, and complexity leadership are posited to tackle the complex layers of the PoP. Guiding questions frame and guide analysis of the problem; they identify the need for decolonial and equitable pedagogical and leadership praxes in school and district structures. Dismantling coloniality is key. Two gap analyses signal areas for growth towards equity, well-being, and success for all learners, while relational accountability, networked collaboration, and Compassionate Systems Leadership (CSL) are foregrounded as lenses to lead change. Inquiry into the school district’s readiness for transformation uses Senge (2006) and Stroh’s (2015) Creative Tension model, a Coherence Assessment designed by Fullan and Quinn (2016), and the Spiral of Inquiry designed by Timperley, Halbert and Kaser (2014) to end the chapter.
In Chapter 2, leadership approaches and epistemologies for transformation are highlighted, closing with three potential solutions for the PoP. The image below illustrates how leadership lenses and positionality are woven throughout the plan and integrate diverse decolonizing and equity-based frameworks to coherently cradle plans and hopes for the PoP. These seven frameworks are a bricolage, intentionally entwined. Together they guide transformation to address core issues in the leadership Problem of Practice.
Three roads to change emerge: 1) system coherence for internal accountability, 2) dismantling colonial school and district structures, and 3) cultivating decolonial pedagogical and leadership structures. The third path—how to decolonize pedagogy and leadership—informs a detailed blueprint for action.
Chapter 3 articulates how to put theory into practice with plans for implementation, for monitoring and evaluation, and for communication. Stroh’s (2015) Systems Thinking for Social Change (ST4SC) model undergirds the change plan; it nurtures equity and develops decolonial structures. In each of four ST4SC stages, specific actions create shared vision, cultivate community, collectively commit to change, and sustain momentum. To nurture flourishing, Compassionate Systems Leadership (CSL) grows a relational ecosystem, nurtures well-being, and promotes collective commitment to decolonial change. Relational competencies fostered by CSL are integral in professional learning networks (PLNs), a key pedagogical change structure posited to deepen decolonizing pedagogical practice. Equity and well-being are nourished through PLNs focused on culturally responsive pedagogies, Land-based learning, and critical place-conscious learning (Archibald & Hare, 2017; Greenwood, 2019; Mahuika et al., 2011). To inform action and assess impact, equity-based evaluation and monitoring approaches gather qualitative data in the fourth ST4SC stage, use Wenger’s (2016) value creation stories, and the Spiral of Inquiry acts to monitor and evaluate progress in the PLNs. Finally, a robust communication plan employs inclusive knowledge mobilization (Briscoe et al., 2016) and highlights decolonial pathways for change.
In sum, this paper posits navigation for scholar-practitioners and researchers interested in system change predicated on decolonizing praxes and structures for well-being and equity.
Terry Taylor
Dr. Terry Taylor works in partnership with teacher candidates, instructors, Indigenous Knowledge Keepers, and communities in UBC's RRED program. She teaches in UBC's KTY4 M.Ed. program and nurtures Compassionate Systems Leadership, a pillar in BC's Mental Health in Schools.
Terry leads learning and systems transformation through relational, inclusive, and decolonizing pedagogies. Her research interests lie in equity-oriented pedagogies, decolonizing leadership, and well-being for all learners.
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