Current Theory & Research

As part of my Principal Part II course, I researched current theory in education and chose the work of Michael Fullan's Coherence here is a one-page synopsis of important points...

There is only one way to achieve greater coherence, and that is through purposeful action and interaction,working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous correction. All of this requires the right mixture of “pressure and support”: the press for progress within supportive and focused cultures. p. 2

Coherence making in other words is a continuous process of making and remaking meaning in your own mind and in your culture. Our framework shows you how to do this. p. 3

Effective change processes shape and reshape good ideas as they build capacity and ownership among participants. There are two components: the quality of the idea and the quality of the process. P.14

... that these highly successful organizations learned from the success of others but never tried to imitate what others did. Instead, they found their own pathway to success. They did many of the right things, and they learned and adjusted as they proceeded. p.15

Most people would rather be challenged by change and helped to progress than be mired in frustration. Best of all, this work tackles “whole systems” and uses the group to change the group. People know they are engaged in something beyond their narrow role. It is human nature to rise to a larger call if the problems are serious enough and if there is a way forward where they can play a role with others. Coherence making is the pathway that does this. p. Ix

What we need is consistency of purpose, policy, and practice. Structure and strategy are not enough. The solution requires the individual and collective ability to build shared meaning, capacity, and commitment to action. When large numbers of people have a deeply understood sense of what needs to be done—and see their part in achieving that purpose—coherence emerges and powerful things happen. p. 1

Philosophie De L'Education

Philosophie De L'Education

Mary Beth Backewich

PQP1 2017

Setting Direction:

As an educator I believe the reason to educate is to create and inspire peace. Peace Education is education within which all are welcome, all are perfect. It is positive framework seeking first to prevent and eliminate violence of any kind through the building of relationships and the creation of safe and caring school climates above all academics. I believe in a flexible and responsive approach to teaching and learning as we let our students guide the direction of our pedagogy. This holistic approach to education ensures we provide our students with both the quality education and the social emotional learning needed to be resilient to 21st Century pressures.

Leading the Instructional Program:

Technological advantages have created a small and interconnected world allowing for a greater reach for our students and so the acquisition of languages like French provide children with tools needed to develop connections with cultures worldwide. Language matters and it is every child’s right to learn within a safe and inclusive environment. I believe we must be accountable to what we say, the images our students are provided and the voices they hear on their learning journey. Language is power, and language has been created by those who are in power. That being said, the value laden language we use without thought can have lasting influence on our students. Ensuring educators use gender inclusive language and politically correct and inclusive language by identifying the “person” before any other characteristic or defining feature is of utmost importance.

Securing Accountability:

I believe students learn best when they are guided by their passions. It is the responsibility of teachers to foster, nurture and creatively help align the curriculum with the student’s future aspirations while providing realistic goals based on their abilities. Teachers owe their students presence, authenticity and humility. When we listen to our students we recognizing they have a voice and say in their own education and journey of self-growth.

Building Relationships & Inspiring People:

As a Catholic educator I believe I am being asked first model, second listen and third inspire through questioning by helping others to see the “signs, the wonders” of God which are present within themselves. Acts indicates we are all vessels through which the Holy Spirit is living. It is my responsibility as a Catholic to help those around me realize their own dreams and gifts as educators and humans. God provides us with everything we need and it is a matter of teaching students to be able to reflectively seek and retrieve their internal strength, resilience and peace.

Faithing it until you feel you are making it

Driving to school the other day I saw this saying posted at our Church, "Faith It 'Till You Make It," This quote really made me stop and grab this image as a reminder that many of us in positions of leadership or as aspiring leaders often feel we are faking it and do not actually feel we deserve the positions we have earned, especially those of us who are women. A 1978 study by Pauline Clance and Suzanne Imes agrees as noted in this abstract from their work.

The term impostor phenomenon is used to designate an internal experience of intellectual phonies, which appears to be particularly prevalent and intense among a select sample of high achieving women. Certain early family dynamics and later introjection of societal sex-role stereotyping appear to contribute significantly to the development of the impostor phenomenon. Despite outstanding academic and professional accomplishments, women who experience the imposter phenomenon persists in believing that they are really not bright and have fooled anyone who thinks otherwise. Numerous achievements, which one might expect to provide ample object evidence of superior intellectual functioning, do not appear to affect the impostor belief. Four factors, which contribute to the maintenance of impostor feelings over time, are explored. Therapeutic approaches found to be effective in helping women change the impostor self-concept are described.

Personally, I can relate to such feelings and can easily discount away my abilities, skills and acomplishments.

I am a French teacher but only took core French and am not really that great
I have a Master's degree in Peace and Conflict Studiees but I didn't get into the 'better, harder school' and only got in because it was in French (which by the way I was able to write all my papers in English so that also doesn't count)
I was one of the first teachers chosen to pilot our immersion program but very few applied...

and the list goes on...

But what if we had something more as female spiritual leaders? We do! We have faith. Instead of 'faking it' let's be ourselves and use faith to help light out way.

An everyday real life "idol" to me is our Waterloo Catholic Director, Loretta Notten. She exudes confidence, capability, calmness and class. She made many meaningful points during her eloquent presntation to the PQP II group like when she claimed, "People want you to succeed." When I first began teaching I had much self-doubt and insecurity and would often imagine what colleagues thought. Every time I made a mistake, I would imagine them judging and thinking I was incapable. This was a very pessimistic, destructive and (often) unfounded mindset. These worries led to actions of overcompensation and ingenuinity. I did not have faith.

As a leader, Ms. Notten is a genuine leader who easily transfers herself between home and life as an authentic person. I am currently working on being as authentic as I can. As the math lead teacher I recently presented to the staff at our professional development day. Obviously as someone who has only taught math for mere months, I felt like an imposture, only this time, inspired by our authentic leader, I made this humbly clear as I shared in a process of co-learning. I am pleased to say that our work was very well received and I can attribute it to a tapping into my own gifts and being as authentic as I could be with secret weapon of faith tucked into my back pocket. With more confidence and the experience of time, I am graced with the humility I need to make clear decisions that are not coloured and skewed by the imagined opoinions of others.

Here is my math equation for faith success:

Experience + Time + Trust in God and the universe opening up to me = Faith in my own future

When we move into leadership or into a new role, a class, a school, a grade, it is often a leap - A leap of faith. I think that if we keep the faith (I'm using all the faith quotes) we will have more confidence to trust in ourselves and our decisions as Catholic leaders. If I don't have faith in myself, my staff, and what they bring to the students and children, it means I do not have faith in the future.

In the end, George Michael said it best, "We gotta have faith." The blanket of my faith in what I am doing and who I am and this will keep me safe and warm during difficult days of decisions.



The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention Pauline Rose Clance & Suzanne Imes Georgia State University University Plaza Atlanta, Georgia 30303  http://www.paulineroseclance.com/pdf/ip_high_achieving_women.pdf 

Technology & Me - My Digital Leadership

"And the LORD said, Behold, the people [is] one, and they have all one language; and this they begin to do: and now nothing will be restrained from them, which they have imagined to do." 

Genesis 11:6

Technology is new language of our society, coding and math are transferable worldwide. Apps and programs like wordreference.com and google translate make communication across languages seamless. Is technology our one language? Are you fluent?

Over the course of Part I & Part II Principal's qualification and during the completion of the 10 day challenges put forth by CPCO I was able to enage in activities that seemed to be very simple at first. I loved trying new or tools like padlet and incorporating them into school PD or my classroom. I was moved an inspired by ideas like moonshot thiking and the voices of leading Ontario educators. These challenges challenged my thinking around social justice and how we can make social media work for humanity.

As an early adopter and an educator who grew up with techonology from the time I was in university, I was already easily using technology as a way of substituting since the early 2000's. We had online journals in university, text messaging and the brightlink came into play in only my second year of teaching. I was an early member of the 21st Century learning committee and helped to set the direction for the board and under the tutilege of a tech re-definer and now ministry of Education Officer Jessica Weber I was swept along for the ride. As an FSL teacher I was able to use technology in innovative ways like creating voice recordings to share and use to as a method of authentic oral communication with classes in another school through collaboration with another InspirED educator, mentor and friend Amy Shantz and now successful administrator. When I applied to begin the French Immersion program I thought I had the technology covered, CHECK! ✅   

Basically, I thought I was a tech pro or at the very least, I so wanted to become one.
Yet another example of how I am once again humbled by true and deep reflection as I travel through my leadership discernment. Thank YOU CPCO and the 10 Day Challenge.

Moving into a classroom teaching very young children (ages 5-7) I found it challenging to use technology in innovative and new ways. I fell into the trap of believing "my students are too young for that," or I had too much to do and not enough time (insert mantra here - "my life is fun and easy, I have time for anything") and couldn't believe that even I, though I was always one to believe student's could do anything and it was the teachers who maybe projecting their fears onto the students. Isn't fear the cause of all unfulfilled potential? I'm so grateful to have been able to teach in a classroom students of this age group so I can now empathize and relate to early years teachers. As a leader I need to walk the talk in practice before I even attempt to expect innovation from staff. While I am just engaging in new learning aroujnd New Pedagogies for Deeper Learning, I am forced to ask myself... Deep learning cannot mean hitting many topics at the surface level, it has to mean going deeper and taking more time.

So what know? I'm not yet a leader... What can I do to better prepare myself?

Make technology a priority - No more skipping my tech time because it is too much work to get the chromebooks. No more underestimating my students with the theory of TOO. The theory or notion that someone is too something to be able to accomplish the task.

'too little'
'too young'
'too immature' or we have
'too much to do'

Here are some steps I will take to make technology a priority so when I become a leader in some area I will have experience.

- facilitator of deep learning and new pedagogies work with WCDSB and Ferdinand Kraus
- begin a coding challenge with students with the help of my teaching partner who has great experience in the STEMS.
- allign my passion of gender equality with the need for women in STEMS by promoting local programs

I end with some lyrics from one of my favourite hymns to help us when navigating anything that brings us fear. Enjoy humming this all day!


Let's not be too and let us not be afraid of technology and what it brings, the terrifying world of cyberbulling and social media harassment. Smart phone addiction, wifi hazards on our health and, and, and.... Let's use it to our advantage to help solve and create. Even if we are the first generation to engage in this tech world, we shall not be afraid when we remember that there is always someone who is there before us.

Christian Meditation

A Program of Christian Meditation aims to teach children to find God in stillness,

silence and simplicity. Or, as the Old Testament says: “Be still and know that I am God.”

Christian Meditation is a wonderful way of calming our bodies and brains so we can have the chance to listen to God. This form of prayer is a wonderful addition to our Religion program. I have attached links below for more information. Fully supported by our school board, and the Bishops, you may start to see your little people taking breaks from the noise to quiet their minds and listen to the message inside their heart, this is their true self, the voice of God. 

We start by preparing ourselves with square breathing. 

https://goo.gl/TtfTGO 

Information Sheet linking to Learning Skills 

https://goo.gl/LD6KdG

Visual overview 

https://goo.gl/9TKpEx

Bishop Crosby speaks about his experience with students and CM 

Praying

Living in Solidarity

Living in Communion

Living A Moral Life

Celebrating

Believing